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Issue 4, 2014
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A simulated peer-assessment approach to improving student performance in chemical calculations

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Abstract

This paper describes the utility of using simulated, rather than real, student solutions to problems within a peer-assessment setting and whether this approach can be used as a means of improving performance in chemical calculations. The study involved a small cohort of students, of two levels, who carried out a simulated peer-assessment as a classroom activity and their improvement in performance and attitude towards the activity was measured. The results demonstrate that a simulated peer-assessment approach can be successfully used in lieu of standard peer-assessment and that student attitudes favour the simulated approach.

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Article information


Submitted
07 Apr 2014
Accepted
26 Apr 2014
First published
28 Apr 2014

Chem. Educ. Res. Pract., 2014,15, 568-575
Article type
Paper
Author version available

A simulated peer-assessment approach to improving student performance in chemical calculations

F. J. Scott, Chem. Educ. Res. Pract., 2014, 15, 568
DOI: 10.1039/C4RP00078A

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