Using Exams To Teach Chemistry More Effectively We have developed a follow-up exercise intended to focus the student's attention on a positive learning exercise immediately following the return of a graded examination is described in the following note. We have found that this method substantially improves class morale and increases the student's involvement in a n introductory physical chemistry course for iuniors and seniors here s t the University ofMichigan. The method is padicularh well-suited for range of chemistry courses. A follow-up exercise, whieh was generally written as the exams were beinggraded, was returned along with graded examinations. The exercise focused on areas where the class had the most d i f f h l t . asked the students to identifv the coneeots invnlved in each orohlem. This requires a fairly detailed understanding of concepts underlvine a problem. ~ e a u k t for s revision of oakial credit were not accepted &ti1 eomoletian of the eiercise. ~ i w e v e rrebueits . based on partial credit discussions. The exams typically consisted of numerical problems, conceptual questions requiring a substantial written response, and short-answer questions. Partial credit was given when grading all types of questions. However, we feel that similar follow-up strategies may be a useful addition for all types of exams. We have been pleasantly surprised by the response of our students to this follow-up exercise. The students who excelled were quite enthusiastic since they felt that they learned a substantial amount by going through the exam carefullv and evaluatinz the primam c a n e e ~ t underlvina s each oroblem. The students who had real difficultv had the
A substantial ..moue-of students had diffieultv with &st& ,
because they misunderstood materialin the texthook. Thcsr m~..undtr.;tnndtngi wrw rlmrly h~chl~:tltcd h\, thc. tdlow-up cxrreise. n y focusing un thrsr m l s u n d e r i t m d m ~ s i r l lcrlun: r.r ~n 3 cilsrtwwn ~ v o u pwr , were able to resolve thew nhundrrsrandmgi in J posit:vr manner st, that they could continue to keep up with the course as i t proceeded. The students were also more confident and relaxed after seeinethe~roblemsand&nceotsunderlvinsthe~xarndearlv~resentedin writineand discussedin several ooenforums. the questions, and we saw much less incorrect application of formulas as the course progressed. In many cases, these exercises improved the performance ofthe students who were having difficulty by helping them focus on the important concepts. The most intensely competitive students seemed to focus more attention on concepts and prablem-solving strategies instead of succumbing to anxiety over grades and grading. These exercises also encouraged the development of effective study groups, which we encourage as a method for learning problem-solving skills. Many students developed more interest and confidence in the course, which allowed us ta challenge the students with more interestingproblems as the course progressed.
Randy Boehm John L. Gland University of Michigan Ann Arbor, Michigan 481 09
Volume 68
Number 6
June 1991
455
