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In this article, authors examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.…
Chemistry Critical Friendships: Investigating Chemistry-Specific Discourse within a Domain-General Discussion of Best Practices for Inquiry Assessments
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Presented in this paper are the results from analyzing a discussion between five high school chemistry teachers as they generated a set of best practices for inquiry assessments.
High school chemistry…
Investigating High School Chemistry Teachers’ Assessment Item Generation Processes for a Solubility Lab
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Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is…
Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment
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This study seeks to better understand what teachers notice when interpreting assessment results and how the design of the assessment may influence teachers’ patterns of noticing. The study described herein investigates…
Visualizing Chemistry Teachers’ Enacted Assessment Design Practices to Better Understand Barriers to “Best Practices”
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In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined…
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Formative assessment is an important component of teaching as it enables teachers to foster student learning by uncovering, interpreting, and advancing student thinking. In this work, we sought to characterize how…
Analyzing Chemistry Teachers’ Formative Assessment Practices Using Formative Assessment Portfolio Chapters
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The effective use of formative assessment (FA) has been demonstrated to confer positive impacts on student learning. To understand why and how FA works, it is necessary to characterize teachers’ FA practices, but because…
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Teaching chemistry as a practice rather than as a mere collection of facts demands that teachers modify their practices, particularly their approach to formative assessment (FA). In this study, we investigated how teachers…
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Teachers face challenges when building the concept of substance with students because tensions of meanings emerge from students’ daily life and canonical ideas developed in classrooms. A powerful tool to address learning,…
A Design-Based Process in Characterizing Experienced Teachers’ Formative Assessment Enactment in Science Classrooms
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Formative assessment can facilitate teachers’ abilities to elicit and notice the disciplinary substance of students’ thinking and to respond based on this. Following a design-based process, we developed principled…