Research on the Score Proportion of Questions Involving Self-Learning Knowledge on the Test Paper
WANG Ping1**, RAO Hong-Hua2, LIU Shan-Shan1, LIN Shi-Jing1
1. School of Chemical Engineering, Beijing Institute of Petrochemical Technology, Beijing 102617, China;
2. Department of Chemistry, Capital Normal University, Beijing 100048, China
Abstract Self-learning ability is one of the abilities that students must cultivate, while examination is a commonly used and relatively accurate method to inspect students’ study. This paper has selected several knowledge points in organic chemistry course for self-learning after class, which were then tested partially by midterm or final exams. By comparing the scores of these exams throughout three semesters, and the difference in scoring rate between self-learning and class-teaching knowledge, this paper shows that a score proportion of 8%~10% in questions on test papers for self-learning will not make a negative impact on the test result, in case that teacher’s instruction and answering after class are well provided. This study has increased the class hours of short courses in disguise, and provided certain practical basis for appropriate proportion of self-learning knowledge in the course.
WANG Ping, RAO Hong-Hua, LIU Shan-Shan, LIN Shi-Jing. Research on the Score Proportion of Questions Involving Self-Learning Knowledge on the Test Paper[J]. Chinese Journal of Chemical Education, 2021, 42(10): 18-22.
