We characterize the different approaches followed by chemistry instructors, both faculty and graduate student instructors, during the evaluation of student responses in general chemistry summative assessments, and the impact of these variations on the grades they assigned. The findings from this study show that individual instructors are generally consistent in their approach to the evaluation of different students’ answers, but major variations may exist from one instructor to another. Some of these differences have a significant impact on the assigned grades regardless of question type or content. Our findings highlight areas that need to be targeted during the professional development of chemistry instructors to reduce grading variability and increase fairness in the evaluation of student work.

Variation in chemistry instructors’ approaches to the evaluation and grading of student written responses

ACS Spring Meeting 2021

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