Royal Australian Chemical Institute, Chemical Education Division
Place of publication
A lack of communication skills is one of the graduate skill deficiencies most commonly cited by employers. Although the writing of laboratory and other scientific reports is a common teaching-and-learning task in university chemistry curricula, this skill is not fully developed in most Australian undergraduate science degrees. Usually, there is no opportunity for practice and feedback before the reports are used for summative assessment. This paper describes a system whereby students are given the opportunity to submit draft reports. After feedback, they can “do it again, thoughtfully”: only the final report is assessed. Student evaluations of the effectiveness of this approach are reported.
Field of Research
130212 Science, Technology and Engineering Curriculum and Pedagogy
Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact firstname.lastname@example.org.