A study suggests that offering low-stakes quizzes with retake opportunities in general chemistry can improve student success, particularly for women. The research adds to the growing body of evidence supporting alternative assessment methods in STEM fields.
“Across various disciplines, low-stakes assessments have demonstrated effectiveness in reducing achievement gaps and promoting student learning,” explains the lead researcher [attribution needed]. “Our study focused on the impact of this approach in a two-semester general chemistry sequence, specifically with the option to retake failed quizzes.”
The research involved two key findings:
Increased Retake Rates and Improved Performance
- Higher Retakes in Semester Two: Students who retook a quiz in general chemistry I were significantly more likely to retake quizzes in general chemistry II.
- Passing Rates After Retakes: Students who retook at least one quiz in general chemistry I were more likely to pass all quizzes in general chemistry II compared to those who did not retake any quizzes.
However, the study also revealed a concerning trend: only 40% of students offered a retake after failing a quiz actually participated.
Exploring Low Retake Rates: The Link to Attitudes and Self-Concept
Researchers delved deeper to understand the low retake rate. They compared student attitudes and self-concept in sections with low-stakes assessments and retake options to sections with traditional exams. Instruments like the Attitudes towards Chemistry Subject Inventory (ASCIv2) and the Chemistry Subject Concept Inventory (CSCI) were used to assess these factors.
The study followed students who participated in the retake section of general chemistry I into general chemistry II, allowing for longitudinal analysis.
Here’s what the analysis revealed:
- Increased Intellectual Accessibility and Chemistry Self-Concept: Students in retake sections showed significant increases in factors related to intellectual accessibility (feeling the course material is understandable) and chemistry self-concept (confidence in their chemistry abilities) across semesters.
- Gender Differences: The increase in intellectual accessibility was more pronounced for men, while the increase in chemistry self-concept was more prominent for women.
These findings suggest that low-stakes assessments with retakes may not only improve student performance but also positively impact attitudes and self-concept, particularly for women in chemistry.
The research provides valuable data for educators seeking to implement alternative assessment methods in general chemistry. By offering low-stakes quizzes with retakes, educators can create a learning environment that encourages students to engage with the material, improve their understanding, and ultimately achieve academic success. The study also highlights the importance of addressing potential barriers that may prevent students from utilizing retake opportunities.
This research adds to the ongoing conversation about effective assessment strategies in STEM education. By exploring alternative methods like low-stakes quizzes with retakes, educators can create learning experiences that foster a deeper understanding of scientific concepts and empower students to reach their full potential.
Note: Original authors are welcome to make correction.
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