THE QUEST FOR AN ASSESSMENT METHODOLOGY FOR THE LABORATORY WORK OF A UNIVERSITY CHEMISTRY COURSE: A THREE-YEAR CASE STUDY

This study explores the importance of an appropriate assessment methodology in the outcome of the learning process in a chemistry laboratory course. Several reported evaluation experiences for a laboratory course in the literature, are reviewed here. We also explain our three years of experience in the teaching-learning process of the laboratory module included in a subject named Chemistry of Materials. The first year, continuous assessment was applied. We observed a poor learning and a lack of interest of students. The following year, the grading process was based on a written test at the end of the term, leading to a high failure rate, with low learning improvement or students' engagement. Concerned about the importance that laboratory may have in chemistry education, a combination of three assessment tools was used the third year of teaching the above mentioned module: a questionnaire previous to the practical work, continuous assessment and a post-questionnaire developed at the end of each laboratory lesson. We observed an increased motivation of students and better scores.