![\"\"](\"https:\/\/blogs.ubc.ca\/davidson\/files\/2011\/07\/Dynamic_Periodic_Table.jpg\" "\\"Dynamic_Periodic_Table\\"")
<\/a><\/p>\nTo the uninitiated, it\u2019s incredibly dull, yet extremely critical to many disciplines.\u00a0 Boris found the few students who were successful in that part of the exam had memorized the table.\u00a0 Good for them.\u00a0 The question remains, for how long after the exam did they remember the table?\u00a0 Were they able to use it a month later to solve a problem?\u00a0 Gibbs and Simpson (2005) point out that studying for exams, particularly memorizing, represents surface learning.\u00a0 Students pay close attention to what they think they\u2019ll be tested on, but fail to interact with the course content in ways that will promote deep learning (p. 5).<\/p>\n
There is no question that perhaps in every discipline, there are some things that need to be memorized.\u00a0 This can be facilitated by looking at the logical arrangement of the material, or using mnemonic devices.\u00a0 There\u2019s another way that\u2019s perhaps most useful because it allows students to interact with the material on a deeper level and in multiple ways, and enables them to use the material:\u00a0 assessments.\u00a0 And these come in various forms beside multiple choice questions (Jenkins, 2005, p. 69).<\/p>\n
Boris recognizes that he needs to give students more time to review the periodic table, beyond the worksheets that he hands out to them.\u00a0 Students need to have timely feedback on their work if it is to benefit them.\u00a0 \u00a0Boris could have the students do their worksheets online, and then have their peers assess and provide feedback. \u00a0He could also upload case studies or problem sets for students to work on collaboratively (Jenkins, p. 72).<\/p>\n
He could also create online quizzes that would test students\u2019 understanding of the table.\u00a0 These self-assessments are relatively easy to create in Moodle, even by novices.\u00a0 Moodle can even be programmed to grade the quiz (except for essay questions), and provide immediate feedback to students. \u00a0\u00a0If students get the answer to a question wrong, Moodle will provide feedback to the student that will help him assess his thinking about the question, and push him towards the correct answer.\u00a0 These are particularly helpful if students can retake the quizzes multiple times.<\/p>\n
These formative assessments are particularly useful because they are short, and focus on small segments of course materials.\u00a0 These types of assessments are most beneficial to learning because students can no longer develop strategies for merely passing the course, but are guided in learning all the topics. \u00a0Students\u2019 \u00a0study time for the course is evenly distributed throughout the course \u00a0(Gibbs and Simpson, 2005, p. 14), and this supports Chickering and Gamson\u2019s (1987) \u201ctime on task.\u201d<\/p>\n
By setting up the review online, students can work at their own pace, receive timely feedback on their work while building a sense of community, and will free up class time for Boris to focus on other aspects of the discipline. It will also free up his time:\u00a0 he will not have to spend hours grading worksheets.<\/p>\n
References:<\/p>\n