Analysis and interpretation of the results for case-based CPR assignments at UNH

CHED 58

Charles T Cox Jr., charlie.cox@unh.edu1, Christopher F. Bauer, cfb@cisunix.unh.edu1, Laurie S. Langdon, llangdon@cisunix.unh.edu1, and Kimberly Woznack, woznack@cup.edu2. (1) Department of Chemistry, University of New Hampshire, 241 Parsons Hall, 23 College Road, Durham, NH 03824, (2) California University of Pennsylvania
Calibrated-Peer Review (CPR) provides an ideal environment in which instructors can assign writing assignments to large enrollment classes. These assignments involve two phases: a writing phase in which students respond to a prompt or question and a review phase in which students review their peers' essays. In preparation for the reviewing process, students are given a series of calibration essays that will assess their abilities to review essays on the same topic. Therefore, the CPR assignments provide a twofold assessment of writing and conceptual understanding through the review phase. This talk will focus on a series of CPR assignments administered at the University of New Hampshire focusing on thermochemistry, global warming, equilibrium, polymers, and ozone. The talk will include a discussion of how the students performed on these assignments in comparison to similar exam questions and will include discussions of the influence of gender on performance
 

Research in Chemical Education
1:30 PM-4:55 PM, Sunday, March 25, 2007 McCormick Place North -- Room N227A, Level 2, Oral

Division of Chemical Education

The 233rd ACS National Meeting, Chicago, IL, March 25-29, 2007