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Doing it again, thoughtfully : using feedback on draft reports to improve learning outcomes
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.
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Journal
Australian journal of education in chemistryVolume
70Pagination
11 - 16Publisher
Royal Australian Chemical Institute, Chemical Education DivisionLocation
[Perth, W.A.]ISSN
1445-9698Language
engPublication classification
C1 Refereed article in a scholarly journal; C Journal articleCopyright notice
2010, Royal Australian Chemical Institute, Chemical Education DivisionUsage metrics
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