Assessor in Action: Assessment Literacy Development in a Biochemistry Context

Autor/inn/en	Feola, Stephanie; Lemons, Paula P.; Loertscher, Jennifer A.; Minderhout, Vicky; Lewis, Jennifer E.
Titel	Assessor in Action: Assessment Literacy Development in a Biochemistry Context
Quelle	In: Chemistry Education Research and Practice, 24 (2023) 3, S.914-937 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Feola, Stephanie) ORCID (Lewis, Jennifer E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1039/d2rp00334a
Schlagwörter	Biochemistry; Science Instruction; Student Evaluation; Evaluation Methods; Guidelines; Science Teachers; Pedagogical Content Knowledge; Scientific Concepts; Concept Formation; Faculty Development; Professional Identity; College Faculty; Communities of Practice; Teacher Attitudes; National Organizations + Suchen Sie Ihr Suchwort? Biochemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulnote; Studentische Bewertung; Richtlinien; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Concept learning; Begriffsbildung; Fakultät; Community; Lehrerverhalten
Abstract	Instructors make assessment decisions based on their knowledge and experiences. Assessment practice is an essential element of instruction, and the outcomes of assessments have a broad impact on both students and instructors. Efforts to provide strengths-focused, relevant professional development support regarding assessment are enhanced by greater understanding of the complex nature of assessment practices. In this study, the Teacher Assessment Literacy in Practice (TALiP) framework was used to guide our investigation of one biochemistry instructor's assessment literacy, relevant to her integration of a biochemistry threshold concept, the physical basis of interactions (PBI), into her course. Qualitative framework analysis was used to examine classroom artifacts and interview data to reveal that community support and self-reflection influenced the instructor's enactment of specific assessments aligned with her instructional goals. Additionally, the instructor was seen to leverage assets to develop her assessment literacy within a single semester. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01