Microcomputer based laboratory activities have been suggested to have a number of benefits in science education. However, their implementation produces mixed results, and student perception data have in the past yielded responses that are negative regarding the technology. This work presents a case study of three first year undergraduate chemistry experiments in which negative views of handheld graphic data logger devices were significantly alleviated by replacing them with notebook computers equipped with equivalent software. Widespread improvements in student perceptions of their laboratory experience were observed, prominently including reduced negativity concerning the equipment, an increased perception of understanding, an increased perception of simplicity, and more positive perceptions of overall laboratory experience. These improvements, which were not limited to perceptions directly concerning the technology specifically, suggest a broad range of substantial advantages is present in providing a suitable user interface.

The development and assessment of transferable skills acquired by students, such as communication and teamwork, within undergraduate degrees is being increasingly emphasised. Many instructors have designed and implemented assessment tasks with the aim to provide students with opportunities to acquire and demonstrate these skills. We have now applied our previously published tool to evaluate whether assessment tasks allow students to demonstrate achievement of these transferable skills. The tool allows detailed evaluation of the alignment of any assessment item against the claimed set of learning outcomes. We present here two examples in which use of the tool provides evidence for the level of achievement of transferable skills and a further example of use of the tool to inform curriculum design and pedagogy, with the goal of increasing achievement of communication and teamwork bench marks. Implications for practice in assessment design for learning are presented.

No abstract