assessment

I will share how I use the Target Inquiry activity, Change You Can Believe In. I have realized that I need to include particulate models within the assessments after the lab to fully evaluate my student's conceptual understanding.

As many chemistry teachers know, grading lab reports can be a very time-consuming task. For me, the lab report that has required the most time to grade is a stoichiometry lab that I have been doing the past couple years. Though we do at least four “formal” lab reports each year, what makes this one different is that it involves a lot more calculations and subsequent results than any of our other labs. Regardless of how well they organized their report or wrote their conclusions, their results need to be checked for accuracy. This takes time. Even after eventually being able to generally eyeball their work, it still takes more time than I would like. So, this year I finally decided to sit down and generate a tool for me to expedite this process—the stoichiometry calculator.

The answer may be in the anecdotal evidence. The conversations between students were mini debates. “Are you sure this is correct?” “How do you know?” “What about this other data?” “Should we label that number?” “What about the energy of the particles during a phase change?” And on, and on, and on….They were having discussions between themselves that I would not have been able to elicit as a teacher.