Criterion Referenced Feedback for Chemistry Problem Solving in a Modular Digital Course
Keywords:
Formative assessment, chemistry problem solving, mastery learning, criterion referenced assessmentAbstract
This paper develops a formative assessment design for chemistry problem solving in a modular electronic course. Four criteria address problem interpretation, solution planning, calculation and verification. The design combines automated numerical checks with teacher assessment of explanations and targeted opportunities for revision. Particular attention is given to the interpretation of a mastery threshold and to the distinction between repeated practice and independent transfer.
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