At the University of Utah we implemented into our homework system a sequence of practice tests that required students to pre- and post-dict their scores.  Based upon the Dunning-Kruger effect we expected that the bottom quartile of students would consistently over predict their practice test scores.  While that assumption was true we also discovered that as the semester progressed all four student quartiles improved their prediction abilities along with improvements in their actual test scores. Furthermore, all four quartiles also outperformed a control section that had access to the same practice tests but did not participate in the Dunning-Kruger related prediction exercise.  The bottom quartile’s average score on an ACS standardized final exam improved from 21<sup>st</sup> to 54<sup>th</sup> percentile over the three years.  Details on the experiment and results will be presented.

Method to significantly improve bottom quartile performance in large general chemistry classes

2019 Spring National Meeting

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.