TY - JOUR

T1 - Developing laboratory skills by incorporating peer-review and digital badges

AU - Seery, Michael K.

AU - Agustian, Hendra Y.

AU - Doidge, Euan D.

AU - Kucharski, Maciej M.

AU - O'Connor, Helen M.

AU - Price, Amy

PY - 2017/1/1

Y1 - 2017/1/1

N2 - Laboratory work is at the core of any chemistry curriculum but literature on the assessment of laboratory skills is scant. In this study we report the use of a peer-observation protocol underpinned by exemplar videos. Students are required to watch exemplar videos for three techniques (titrations, distillations, preparation of standard solutions) in advance of their practical session, and demonstrate the technique to their peer, while being reviewed. For two of the techniques (titrations and distillations), the demonstration was videoed on a mobile phone, which provide evidence that the student has successfully completed the technique. In order to develop digital literacy skills, students are required to upload their videos to a video sharing site for instructor review. The activity facilitated the issuing of digital badges to students who had successfully demonstrated competency. Students' rating of their knowledge, experience, and confidence of a range of aspects associated with each technique significantly increased as a result of the activity. This work, along with student responses to questions, video access, and observations from implementation are reported in order to demonstrate a novel and useful way to incorporate peer-assessment of laboratory skills into a laboratory programme, as well as the use of digital badges as a means of incorporating and documenting transferable skills on the basis of student generated evidence.

AB - Laboratory work is at the core of any chemistry curriculum but literature on the assessment of laboratory skills is scant. In this study we report the use of a peer-observation protocol underpinned by exemplar videos. Students are required to watch exemplar videos for three techniques (titrations, distillations, preparation of standard solutions) in advance of their practical session, and demonstrate the technique to their peer, while being reviewed. For two of the techniques (titrations and distillations), the demonstration was videoed on a mobile phone, which provide evidence that the student has successfully completed the technique. In order to develop digital literacy skills, students are required to upload their videos to a video sharing site for instructor review. The activity facilitated the issuing of digital badges to students who had successfully demonstrated competency. Students' rating of their knowledge, experience, and confidence of a range of aspects associated with each technique significantly increased as a result of the activity. This work, along with student responses to questions, video access, and observations from implementation are reported in order to demonstrate a novel and useful way to incorporate peer-assessment of laboratory skills into a laboratory programme, as well as the use of digital badges as a means of incorporating and documenting transferable skills on the basis of student generated evidence.

UR - http://www.scopus.com/inward/record.url?scp=85023176606&partnerID=8YFLogxK

U2 - 10.1039/c7rp00003k

DO - 10.1039/c7rp00003k

M3 - Journal article

AN - SCOPUS:85023176606

VL - 18

SP - 403

EP - 419

JO - Chemistry Education Research and Practice

JF - Chemistry Education Research and Practice

SN - 1109-4028

IS - 3

ER -