Who wants to be a Chemist? Formative Assessment Made Fun and Engaging

Sangeetha Balakrishnan*
Assistant Professor, Department of Education in Science and Mathematics, Regional Institute of Education, Mysore, Karnataka, India.
Periodicity:July - September'2018
DOI : https://doi.org/10.26634/jet.15.2.14304


Formative assessment-----assessment intended to enhance teaching and learning—is an indispensable part of a teacher's tools. As opposed to summative assessment, formative assessment is carried out periodically through the course to get an insight into the students' understanding of the content. Formative assessment is tacit, but planned formative assessments help the teacher and the learner better in their objectives. This article presents the use of a game show format----Who Wants To Be A Millionaire----in a postgraduate chemistry classroom for a formative assessment that was both fun and engaging. The article is an attempt to disseminate a good practice in chemistry education to a wider audience to be adopted as deemed fit.


Formative Assessment, Quiz, Multiple-choice Questions, Chemistry, Game Show

How to Cite this Article?

Balakrishnan, S. (2018). Who wants to be a Chemist? Formative Assessment Made Fun and Engaging. i-manager’s Journal of Educational Technology, 15(2), 1-7. https://doi.org/10.26634/jet.15.2.14304


[1]. Bell, B. (1995). Interviewing: A technique for assessing science knowledge. In S. Glynn & R. Duit (Eds.), Learning Science in Schools: Research Reforming Practice. New Jersey: Lawrence Erlbaum Associates.
[2]. Bell, B., & Cowie, B. (2001). The characteristics of formative assessment in science education. Science Education, 85(5), 536-553.
[3]. Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1: Cognitive Domain. Longmans, London.
[4]. Cook, E. D., & Hazelwood, A. C. (2002). An active learning strategy for the classroom - “who wants to win … some mini chips ahoy?” Journal of Accounting Education, 20(4), 297-306.
[5]. Fukuchi, S. G., Offutt, L. A., Sacks, J., & Mann, B. D. (2000). Teaching a multidisciplinary approach to cancer treatment during surgical clerkship via an interactive board game. American Journal of Surgery, 179(4), 337- 340.
[6]. Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports Students' Learning. Learning and Teaching in Higher Education, 1, 3-31.
[7]. Hartmann, A. L., & Cruz, P. D. (1998). Interactive mechanisms for teaching dermatology to medical students. Archives of Dermatology,134, 725-728.
[8]. Henry, J. M. (1997). Gaming: A teaching strategy to enhance adult learning. Journal of Continuing Education in Nursing, 28(5), 231-234.
[9]. Hounsell, D. (1987). Essay writing and the quality of feedback. In J.T.E. Richardson, M.W. Eysenck & D. Warren- Piper (Eds), Student Learning: Research in Education and Cognitive Psychology Milton Keynes: Open University Press and Society for Research into Higher Education.
[10]. Howard, M. G.; Collins, H. L., & DiCarlo, S. E. (2002). “Survivor” torches “Who Wants to Be a Physician” in the educational games rating war. Advances in Physiology Education, 26(1-4), 30-36.
[11]. Hudson, J. N., & Bristow, D. R. (2006). Formative assessment can be fun as well as educational. Advances in Physiology Education, 30(1), 33-37.
[12]. Kirkland, D., & O'Riordan, F. (2008). Games as an Engaging Teaching and Learning Technique: Learning or Playing? 1st Irish Conference on Engaging Pedagogies.
[13]. Lea, M. R., & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157-172.
[14]. Light, G., & Cox, R. (2001). Learning and Teaching in Higher Education. PCP London.
[15]. Lim, S. K., & Rodger, S. (2010). The use of interactive formative assessments with first-year occupational therapy students. International Journal of Therapy and Rehabilitation, 17(11), 576-586.
[16]. MacFarlane, B. (1992). The 'Thatcherite' generation of university degree results. Journal of Further and Higher Education, 16, 60-70.
[17]. Masters, J. C., Hulsmeyer, B. S., Pike, M. E., Leichty, K., Miller, M. T., & Verst, A. L. (2001). Assessment of multiple-choice questions in selected test banks accompanying test books used in nursing education. Journal of Nursing Education, 40(1), 25-32.
[18]. McBeath, R. J. (1992). Instructing and Evaluating Higher Education: A Guidebook for Planning Learning Outcomes. ETP, New Jersey.
[19]. McEacharn, M. (2005). Game play in the learning Environments: Who wants to be an accountant? lawyer? economist? Accounting Education, 14(1), 95-101.
[20]. Meterissian, S., Liberman, M., & McLeod, P. (2007). Games as a teaching tool in a surgical residency. Medical Teacher, 29(9), e258-e260.
[21]. Miller, C. M. L., & Parlett, M. R. (1974). Up to the Mark: A Study of the Examination Game. Guildford Society for Research into Higher Education, London.
[22]. Moy, J. R., Rodenbaugh, D. W., Collins, H. L., & DiCarlo, S. E. (2000). Who wants to be a physician? An educational tool for reviewing pulmonary physiology. Advances in Physiology Education, 24(1), 30-37.
[23]. O'Leary, S., Diepenhorst, L., Churley-Strom, R., & Magrane, D. (2005). Educational games in obstetrics and gynecology core curriculum. American Journal of Obstetrics and Gynecology, 193(5), 1848-1851.
[24]. Pamplett, R., & Farnill, D. (1995). Effect of anxiety on performance in multiple-choice examination. Medical Education, 29(4), 298-302.
[25]. Roche, V. F., Alsharif, N. Z., & Ogunbadeniyi, A. M. (2004). Reinforcing the relevance of chemistry to the practice of pharmacy through the who wants to be a med chem millionaire? learning game. American Journal of Pharmaceutical Education, 68(5), 1-9.
[26]. Sarason, Y., & Banbury, C. (2004). Active learning facilitated by using a game-show format or who doesn't want to be a millionaire? Journal of Management Education, 28, 509-518.
[27]. Scott, P. (1999). An analysis of science classroom talk in terms of the authoritative and dialogic nature of the discourse. The 1999 NARST Annual Meeting.
[28]. Shatz, M., & LoSchiavo, F. (2005). Learning through laughter: Using humor in online courses boosts participation. Industrial Engineer, 37(9), 66.
[29]. Silverstein, D. L. (2003). Who wants to be an engineer? Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition, Session 2793.
[30]. Snyder, B. R. (1971). The Hidden Curriculum, Cambridge. MA: MIT Press.
[31]. Turner, I. J. (2008). Who wants to be a biologist? An excellent quiz tool for students. Bioscience Education, 11(1), 1-3.
[32]. Wolfe, J. (1993). A history of business teaching games in English-speaking and post socialist countries: The origination and diffusion of a management education and development technology. Simulation and Gaming, 24(4), 446-463.
[33]. Wotjas, O. (1998). Feedback? No, just give us the answers. Times Higher Education Supplement.
[34]. Wycoff, E. B., & Pryor, B. (2003). Cognitive processing, creativity, apprehension & the humorous personality. North American Journal of Psychology, 5(1), 31-45.
[35]. Zakaryan, V., Bliss, R., & Sarvazyan, N. (2005). Non- Trivial Pursuit of Physiology. Advances in Physiology Education, 29(1), 11-14.
[36]. Who Wants To Be a Millionaire Game. (n.d.). Retrieved from http://www.superteachertools.com/ millionaire/index.php

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

If you have access to this article please login to view the article or kindly login to purchase the article
Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.