Improving the assessment of transferable skills in chemistry through evaluation of current practice

Madeleine Schultz; Glennys O'Brien; Siegbert Schmid; Gwendolyn A. Lawrie; Daniel C. Southam; Samuel J. Priest; Kieran F. Lim; Simon M. Pyke; Simon B. Bedford; Ian M. Jamie

doi:10.1007/978-981-13-6998-8_15

Improving the assessment of transferable skills in chemistry through evaluation of current practice

Madeleine Schultz, Glennys O'Brien, Siegbert Schmid, Gwendolyn A. Lawrie, Daniel C. Southam, Samuel J. Priest, Kieran F. Lim, Simon M. Pyke, Simon B. Bedford, Ian M. Jamie

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

The development and assessment of transferable skills acquired by students, such as communication and teamwork skills, within undergraduate degrees is being increasingly emphasised. Many instructors have designed and implemented assessment tasks with the aim to provide students with opportunities to acquire and demonstrate these skills. We have now applied our previously published tool to evaluate whether assessment tasks allow students to demonstrate achievement of these transferable skills. The tool allows detailed evaluation of the alignment of any assessment item against the claimed set of learning outcomes. We present here two examples in which use of the tool provides evidence for the level of achievement of transferable skills and a third example of use of the tool to inform curriculum design and pedagogy, with the goal of increasing achievement of communication and teamwork bench marks. Implications for practice in assessment design for learning are presented.

Original language	English
Title of host publication	Research and practice in chemistry education
Subtitle of host publication	Advances from the 25th IUPAC International Conference on Chemistry Education 2018
Editors	Madeleine Schultz, Siegbert Schmid, Gwendolyn A. Lawrie
Place of Publication	Singapore
Publisher	Springer, Springer Nature
Pages	255-274
Number of pages	20
ISBN (Electronic)	978-981-13-6998-8
ISBN (Print)	978-981-13-6997-1
DOIs	https://doi.org/10.1007/978-981-13-6998-8_15
Publication status	Published - 2019
Event	International Conference on Chemistry Education (25th: 2018) - Sydney, Australia Duration: 10 Jul 2018 → 14 Jul 2018

Conference

Conference	International Conference on Chemistry Education (25th: 2018)
Abbreviated title	ICCE 2018
Country/Territory	Australia
City	Sydney
Period	10/07/18 → 14/07/18

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10.1007/978-981-13-6998-8_15

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Schultz, M., O'Brien, G., Schmid, S., Lawrie, G. A., Southam, D. C., Priest, S. J., Lim, K. F., Pyke, S. M., Bedford, S. B., & Jamie, I. M. (2019). Improving the assessment of transferable skills in chemistry through evaluation of current practice. In M. Schultz, S. Schmid, & G. A. Lawrie (Eds.), Research and practice in chemistry education: Advances from the 25th IUPAC International Conference on Chemistry Education 2018 (pp. 255-274). Springer, Springer Nature. https://doi.org/10.1007/978-981-13-6998-8_15

Schultz, Madeleine ; O'Brien, Glennys ; Schmid, Siegbert et al. / Improving the assessment of transferable skills in chemistry through evaluation of current practice. Research and practice in chemistry education: Advances from the 25th IUPAC International Conference on Chemistry Education 2018. editor / Madeleine Schultz ; Siegbert Schmid ; Gwendolyn A. Lawrie. Singapore : Springer, Springer Nature, 2019. pp. 255-274

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abstract = "The development and assessment of transferable skills acquired by students, such as communication and teamwork skills, within undergraduate degrees is being increasingly emphasised. Many instructors have designed and implemented assessment tasks with the aim to provide students with opportunities to acquire and demonstrate these skills. We have now applied our previously published tool to evaluate whether assessment tasks allow students to demonstrate achievement of these transferable skills. The tool allows detailed evaluation of the alignment of any assessment item against the claimed set of learning outcomes. We present here two examples in which use of the tool provides evidence for the level of achievement of transferable skills and a third example of use of the tool to inform curriculum design and pedagogy, with the goal of increasing achievement of communication and teamwork bench marks. Implications for practice in assessment design for learning are presented.",

author = "Madeleine Schultz and Glennys O'Brien and Siegbert Schmid and Lawrie, {Gwendolyn A.} and Southam, {Daniel C.} and Priest, {Samuel J.} and Lim, {Kieran F.} and Pyke, {Simon M.} and Bedford, {Simon B.} and Jamie, {Ian M.}",

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language = "English",

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booktitle = "Research and practice in chemistry education",

publisher = "Springer, Springer Nature",

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note = "International Conference on Chemistry Education (25th: 2018), ICCE 2018 ; Conference date: 10-07-2018 Through 14-07-2018",

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Schultz, M, O'Brien, G, Schmid, S, Lawrie, GA, Southam, DC, Priest, SJ, Lim, KF, Pyke, SM, Bedford, SB & Jamie, IM 2019, Improving the assessment of transferable skills in chemistry through evaluation of current practice. in M Schultz, S Schmid & GA Lawrie (eds), Research and practice in chemistry education: Advances from the 25th IUPAC International Conference on Chemistry Education 2018. Springer, Springer Nature, Singapore, pp. 255-274, International Conference on Chemistry Education (25th: 2018), Sydney, New South Wales, Australia, 10/07/18. https://doi.org/10.1007/978-981-13-6998-8_15

Improving the assessment of transferable skills in chemistry through evaluation of current practice. / Schultz, Madeleine; O'Brien, Glennys; Schmid, Siegbert et al.
Research and practice in chemistry education: Advances from the 25th IUPAC International Conference on Chemistry Education 2018. ed. / Madeleine Schultz; Siegbert Schmid; Gwendolyn A. Lawrie. Singapore: Springer, Springer Nature, 2019. p. 255-274.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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AB - The development and assessment of transferable skills acquired by students, such as communication and teamwork skills, within undergraduate degrees is being increasingly emphasised. Many instructors have designed and implemented assessment tasks with the aim to provide students with opportunities to acquire and demonstrate these skills. We have now applied our previously published tool to evaluate whether assessment tasks allow students to demonstrate achievement of these transferable skills. The tool allows detailed evaluation of the alignment of any assessment item against the claimed set of learning outcomes. We present here two examples in which use of the tool provides evidence for the level of achievement of transferable skills and a third example of use of the tool to inform curriculum design and pedagogy, with the goal of increasing achievement of communication and teamwork bench marks. Implications for practice in assessment design for learning are presented.

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Schultz M, O'Brien G, Schmid S, Lawrie GA, Southam DC, Priest SJ et al. Improving the assessment of transferable skills in chemistry through evaluation of current practice. In Schultz M, Schmid S, Lawrie GA, editors, Research and practice in chemistry education: Advances from the 25th IUPAC International Conference on Chemistry Education 2018. Singapore: Springer, Springer Nature. 2019. p. 255-274 doi: 10.1007/978-981-13-6998-8_15

Improving the assessment of transferable skills in chemistry through evaluation of current practice

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