Assessment of learning strategy for flipped-type classroom for chemistry using a Rubric

Abstract

A flipped-type classroom was tried in a chemistry class attended by a small number of freshmen students. The students were given homework assignments two weeks prior to each lecture. The relevant lecture was then presented after the students’ marked homework was returned. In the classroom, the professor shared the individual learning situation with each student. A Rubric was applied to a self-evaluation of student performance, and a Student-Problem (S-P) score table analysis was used to evaluate the students’ progress in learning and to establish the validity of the examination questions. In contrast to conventional preparations, which do not depend on student autonomy, assigning exercises as homework before class was viewed as a way to motivate students to prepare independently. Assigning exercises before class is also different from the so-called flipped classroom where students exercise in class after receiving the lecture by video. A characteristic of the flipped-type classroom is that lectures can be prepared according to students’ individual understanding levels, in contrast to conventional classes. The Rubric and the S-P score table analysis were able to support this class through evaluation of students and examination questions.