Literaturnachweis - Detailanzeige
| Autor/inn/en | Schafer, Adam G. L.; Borland, Victoria M.; Yezierski, Ellen J. |
|---|---|
| Titel | Visualizing Chemistry Teachers' Enacted Assessment Design Practices to Better Understand Barriers to "Best Practices" |
| Quelle | In: Chemistry Education Research and Practice, 22 (2021) 2, S.457-475 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Schafer, Adam G. L.) ORCID (Yezierski, Ellen J.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1756-1108 |
| DOI | 10.1039/d0rp00179a |
| Schlagwörter | High School Teachers; Science Teachers; Teacher Attitudes; Chemistry; Educational Assessment; Formative Evaluation; Best Practices; Barriers; Alignment (Education); Educational Objectives; Learning Activities |
| Abstract | 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. Results from a detailed evaluation of several high school chemistry formative assessments, learning goals, and learning activities reveal that assessment items are often developed to require well-articulated tasks but lack either alignment regarding representational level or employ only one representational level for nearly all assessment items. Implications for the development of a chemistry-specific method for evaluating alignment are presented as well as implications for high school chemistry assessment design. (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 |
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