Chemistry

Visualizing Chemistry Teachers’ Enacted Assessment Design Practices to Better Understand Barriers to “Best Practices”

Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. 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.

Author/Presenter: 
Adam G. L. Schafer
Victoria M. Borlanda
Ellen J. Yezierski
Lead Organization(s): 
Year: 
2021
Short Description: 

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.

Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment

High school chemistry teachers will often establish goals that guide assessment design and interpretation of assessment results. However, little is known about how these goals and the assessment design collectively guide the interpretation of results. 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.

Author/Presenter: 
Adam G. L. Schafer
Ellen J. Yezierski
Lead Organization(s): 
Year: 
2021
Short Description: 

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 high school chemistry teachers’ interpretations of student responses to formative assessment items by identifying patterns in what teachers notice.

Investigating High School Chemistry Teachers’ Assessment Item Generation Processes for a Solubility Lab

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 known about how teachers engage these supports or enact their own beliefs into practice while developing assessments. Presented in this paper are the results from analyzing discourse among five high school chemistry teachers during an assessment item generation activity, including assessment items produced throughout the activity.

Author/Presenter: 
Adam G. L. Schafer
Ellen J. Yezierski
Lead Organization(s): 
Year: 
2021
Short Description: 

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 known about how teachers engage these supports or enact their own beliefs into practice while developing assessments. Presented in this paper are the results from analyzing discourse among five high school chemistry teachers during an assessment item generation activity, including assessment items produced throughout the activity

American Chemical Society 2021 ACS Spring Annual Meeting - VIRTUAL

Event Date: 
Mon, 04/05/2021 (All day) to Fri, 04/16/2021 (All day)
Sponsoring Organization: 

To learn more, visit https://www.acs.org/content/acs/en/meetings/acs-meetings.html.

DRK-12 Presenters:

  • KatieMarie Magnone, Meng Yang Matthew Wu, and Ellen Yezierski, Miami University
Discipline / Topic: 
Event Type: 

Improving Ecological Education through a Four‐Dimensional Framework

At its November 2018 meeting, the Ecological Society of America's Governing Board made the important decision to endorse the 4‐Dimensional Ecology Education (4DEE) framework. Developed over the past 3 years by a task force of ESA members who solicited input from a variety of groups, the framework takes a fresh and innovative approach toward the teaching of ecology.

Author/Presenter: 
Kenneth Klemow
Alan Berkowitz
Carmen Cid
George Middendorf
Year: 
2019
Short Description: 

This article describes the 4‐Dimensional Ecology Education (4DEE) framework. Developed by a task force of ESA members who solicited input from a variety of groups, the framework takes a fresh and innovative approach toward the teaching of ecology.

PhET Interactive Simulations

Collection of 158 free interactive math and science simulations from University of Colorado Boulder. Engage students in math and science practices, and virtual labs, during remote learning. Find over 2,000 sim-based lessons under teacher resources. 

Author/Presenter: 
Kathy Perkins
Lead Organization(s): 
Year: 
2020
Short Description: 

Collection of 158 free interactive math and science simulations from University of Colorado Boulder. Engage students in math and science practices, and virtual labs, during remote learning. Find over 2,000 sim-based lessons under teacher resources. 

Chemistry Critical Friendships: Investigating Chemistry-Specific Discourse within a Domain-General Discussion of Best Practices for Inquiry Assessments

High school chemistry teachers struggle to use assessment results to inform instruction. In the absence of expert assistance, teachers often look to their peers for guidance and support; however, little is known about the assessment beliefs and practices of high school chemistry teachers or the discourse mechanisms used as teachers support one another. 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.

Author/Presenter: 
Adam G. L. Schafer
Ellen J. Yezierski
Lead Organization(s): 
Year: 
2020
Short Description: 

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.

American Chemical Society 2020 ACS National Meeting & Expo; Philadelphia, PA - CANCELLED

Event Date: 
Sun, 03/22/2020 (All day) to Thu, 03/26/2020 (All day)
Sponsoring Organization: 

Due to the COVID-19 pandemic, this conference is cancelled.

To learn more, visit https://www.acs.org/content/acs/en/meetings/national-meeting.html.

DRK-12 Presenters:

  • Mavreen Rose Tuvilla*, Purdue University

*Denotes CADRE Fellow or Fellows alumnus

Discipline / Topic: 
Event Type: 

Characterizing the Formative Assessment Enactment of Experienced Science Teachers

Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We 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.

Author/Presenter: 
Vesal Dini
Hannah Sevian
Klaudja Caushi
Raúl Orduña Picón
Year: 
2020
Short Description: 

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.

Toward Youth Participatory Science: In Search of Science (Education) for the People

Frausto, A., Morales-Doyle, D., Fitch, A., Hatch, S., & Nagy, K. (2019, April). Toward Youth Participatory Science: In Search of Science (Education) for the People. Presentation at the annual international conference of NARST, Baltimore, MD.

Author/Presenter: 
Alejandra Frausto
Daniel Morales-Doyle
Alanah Fitch
Shelby Hatch
Kathryn Nagy
Year: 
2019
Short Description: 

These slides were presented at the 2019 Annual International Conference of NARST in Baltimore, MD.

Resource(s): 

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