INCORPORATION OF GAMIFIED FORMATIVE ASSESSMENTS AND FOLLOW-UP ACTIVITIES IN ORGANIC CHEMISTRY II: THE IMPORTANCE OF FEEDBACK

Abstract

This pedagogical proposal consists of incorporating gamified formative assessments and follow-up activities into the course of Organic Chemistry II in the Biochemistry and Bachelor’s Degree in Chemical Sciences programs. Some of the objectives are: to evaluate the implementation of gamified formative assessments, follow-up activities, and feedback during the course, as well as to promote the assimilation of the content covered in each learning module. In this sense, gamified formative assessments were implemented at the end of each learning module, using the free application “Kahoot” and different follow-up activities to be carried out in small groups of students, such as: the preparation of explanatory texts, reports, problem-solving, case studies, etc. Students submit these activities on the platform and they are evaluated conceptually, with relevant comments and remarks. This allows students to monitor what they are learning before reaching summative assessments, making adjustments and corrections, and engaging in teaching and learning processes in a meaningful way. The aforementioned was reported by students to the instructors, and improvements were also observed in the results of midterm and final assessments of the course.