Graduate student instructors and faculty instructors are often involved in the evaluation of student work in chemistry courses.  This task is critical to supporting student learning and informing instructional practices. We asked faculty and graduate student instructors to grade sample student responses to exam questions that had been given in previous years. In preparing to evaluate the student responses, half of the instructors generated written rubrics and every instructor indicated some level of expectation when discussing students’ answers. The structure and content of these rubrics and expectations varied greatly, despite all instructors using the same curriculum and having experience with common exams. We discuss the preliminary findings of content expectation and student performance manifested by different chemistry instructors.

Variations in assignment expectations as represented by rubric structure and content in general chemistry

ACS Spring Meeting 2021

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