How do you know you’re right? How student’s perceive their confidence in Chemistry

September 29, 2023 Emily Kerr

How do you know you’re right? How student’s perceive their confidence in Chemistry

Title: ‘‘I guess it was more than just my general knowledge of chemistry’’: exploring students’ confidence judgments in two-tiered assessments Authors:

August 17, 2022 Nick Young

Extra time on physics exams doesn’t appear to improve performance (or close equity gaps)

While it does offer a small boost in performance, it may not be enough to justify the extra costs to students and instructors.

March 23, 2022 Nick Young

Changing your grading strategy could reduce inequities

When it comes to grade inequities between racially minoritized and majoritized groups, the standard grading scale might be part of the problem.

January 27, 2021 Nick Young

Changing grade weight can close grade gaps introductory physics

Simply reducing exams from 70 percent of the final grade to 50 makes a large difference.

May 20, 2020 Nick Young

Active learning may help close the gap between underrepresented & overrepresented students

Achievement gaps do decrease for active learning classes, but the amount of active learning matters.

May 6, 2020 Nick Young

Not all disadvantages are equal in higher education

First-gen and low-income Asian/white students fare better than racially underrepresented students.

April 22, 2020 Nick Young

Should you worry about cheating on online exams?

Yes. However, students may also do worse due to taking the test outside of the classroom.

April 8, 2020 Nick Young

Perhaps it’s time to rethink the percentage grading scale

The percentage grading scale can lead to more students failing and over-count low grades.

March 18, 2020 Prasanth

Online delivery of Research Based Assessments

Research conducted across 8 institutions, covering 2 introductory-level course and 10 upper-division courses (for a total of 1879 students), suggests that, even in the worst case, only a small percentage of students engage in behaviors such as using external resources while answering Research Based Assessments and this has a negligible effect on the class average.