The first-year undergraduate laboratory course in chemistry at the University of Bristol has been changed in an attempt to have students focus on learning practical skills, rather than on their experimental results. Analysis revealed a misalignment between the stated aims of the course—developing basic practical skills and developing laboratory awareness—and its assessment, which awarded marks for online quizzes and experimental outcomes. Redesigning the course to allow a great deal of formative assessment, dialogic feedback, and the assessment of actual practical skills has produced good levels of learning, engagement, and student satisfaction.

中文翻译：

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建设性的第一学年实验室课程

布里斯托大学化学专业的本科一年级课程已经进行了更改，以使学生专注于学习实践技能，而不是实验结果。分析表明，该课程的既定目标（发展基本的实践技能和发展实验室意识）与评估之间存在偏差，评估为在线测验和实验结果打分。重新设计课程可以进行大量的形成性评估，对话反馈以及对实际实践技能的评估，从而产生了良好的学习，参与度和学生满意度。