Enhancing formative and self-assessment with video playback to improve critique skills in a titration laboratory

Abstract

The rhetorical argument that laboratory courses are crucial for training skilled STEM practitioners is ill-evidenced in teaching practice. The arduous task of implementing instructor-led skill assessment in large-cohort courses and persistent student disengagement from its educative goals are some obstacles. This study emphasized the need to equip learners to self-assess technical skills, supported by explicit performance standards and objective evidence. It trials two interventions, a self-assessment (SA) checklist and a learner-recorded video, to examine how the combination impacts the appraisal ability and attitudes towards SA. The participants were from a first year chemistry course in a biotechnology and chemical engineering course. All the participants self-assessed titration competencies against a checklist, with about half assisted with a video replay. A video critique task showed a significant main effect by intervention. SA-with-video participants scored higher than SA-only participants and the control group. The additional video intervention did not produce any significant gains above SA alone. Qualitative analysis revealed that SA-with-video participants were more targeted in their critique responses. Video differences in attitudinal responses towards SA were not prominent. Selected SA items related to perceptions of the value of SA in skill improvement, and, as a future study strategy, goals and commitment of using SA for skill improvement, were associated with video exposure in the biotechnology course, or with the course in the video group. Improvements for future work are discussed.

Exploration of the scientific papers and self‐assessment of students using the COVID‐19 case on biochemistry course

“…20,21 Self-assessment can be in the form of a questionnaire or checklist. 22,23 This study aims to analyze the scientific papers and self-assessment of students using the current COVID-19 pandemic case in biochemistry course.…”

“…This assessment technique can be used to assess skills that have been learn and to strengthen the learning process, including writing skills 20,21 . Self‐assessment can be in the form of a questionnaire or checklist 22,23 …”

Real-World Sample-Based Teaching in Analytical Chemistry: Afterthoughts on a Hands-On Experience

“…Today’s world contemplates new skills and abilities, innovative ways of thinking, producing and communicating, original tools, resources, and support. All this transformation implies an immense and wonderful challenge for teachers and professors. − …”

“…Although current AC methods employ sophisticated instruments, the fundamental principles of AC are taught with classical theories and methodologies, such as volumetric titration methods, which still form the core of most undergraduate AC laboratory education today. That is so because understanding each step of the classical analytical methodologies promotes critical thinking and problem-solving skills …”

“…That is so because understanding each step of the classical analytical methodologies promotes critical thinking and problem-solving skills. 14 Laboratories offer students a valuable hands-on learning experience that reinforces theory and fosters the development of technical skills, making laboratory work an indispensable component of AC training. Additionally, it has been shown that hands-on lab time enables students to engage in and comprehend the protocol's written directions and, in doing so, favor the connections between theory, experiment, and data analysis.…”