Chemistry Facets: Formative Assessment to Improve Student Understanding in Chemistry

This project implemented a facets-of-thinking perspective to design tools and practices to improve high school chemistry teachers' formative assessment practices. Goals are to identify and develop clusters of facets related to key chemistry concepts; develop assessment items; enhance the assessment system for administering items, reporting results, and providing teacher resource materials; develop teacher professional development and resource materials; and examine whether student learning in chemistry improves in classes that incorporate a facet-based assessment system.

Partner Organization(s): 
Award Number: 
0733169
Funding Period: 
Saturday, September 15, 2007 to Wednesday, August 31, 2011
Project Evaluator: 
Heller Research Associates
Full Description: 

Supported by research on students' preconceptions, particularly in chemistry, and the need to build on the knowledge and skills that students bring to the classroom, this project implements a facets-of-thinking perspective for the improvement of formative assessment, learning, and instruction in high school chemistry. Its goals are: to identify and develop clusters of facets (students' ideas and understandings) related to key high school chemistry concepts; to develop assessment items that diagnose facets within each cluster; to enhance the existing web-based Diagnoser assessment system for administering items, reporting results, and providing teacher resource materials for interpreting and using the assessment data; to develop teacher professional development and resource materials to support their use of facet-based approaches in chemistry; and to examine whether student learning in chemistry improves in classes that incorporate a facet-based assessment system.

The proposed work builds on two previously NSF-funded projects focused on designing Diagnoser (ESI-0435727) in the area of physics and on assessment development to support the transition to complex science learning (REC-0129406). The work plan is organized in three strands: (1) Assessment Development, consisting of the development and validation of facet clusters related to the Atomic Structure of Matter and Changes in Matter and the development and validation of question sets related to each facet cluster, including their administration to chemistry classes; (2) Professional Development, through which materials will be produced for a teacher workshop focused on the assessment-for-learning cycle; and (3) Technology Development, to upgrade the Diagnoser authoring system and to include chemistry facets and assessments.

Anticipated products include: (1) 8-10 validated facet clusters related to the Atomic Structure of Matter and Changes in Matter; (2) 12-20 items per facet cluster that provide diagnostic information about student understanding in relation to the facet clusters; (3) additional instructional materials related to each facet cluster, including 1-3 questions to elicit inital student ideas, a developmental lesson to encourage students' exploration of new concepts, and 3-5 prescriptive lessons to address persistent problematic ideas; and (4) a publically-available web-based Diagnoser for chemistry (www.Diagnoser.com), including student assessments and instructional materials.

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