Investigating How Teachers’ Formative Assessment Practices Change Across a Year
Investigating How Teachers’ Formative Assessment Practices Change Across a Year
复制标题
调查教师形成性评估实践在一年中如何变化
DOI：
10.1021/acs.jchemed.1c00356
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发表时间：
2021
影响因子：
3
通讯作者：
Sevian, Hannah
中科院分区：
文献类型：
--
作者：
Abell, Timothy N.;Sevian, Hannah
将化学教学作为一种实践，而不仅仅是事实的收集，要求教师修改他们的实践，特别是他们的形成性评估（FA）方法。在这项研究中，我们调查了教师的FA实践是如何因为他们参与了一个以化学思维视角设计的专业发展项目而发生变化的。在一年的时间里，从19名中学教师那里收集了四个FA作品集章节。通过对FA作品集章节的分析，可以深入了解教师在评估学生作业时在任务设计、目的和重点方面的FA实践的变化。所有教师都在这些分析领域中的至少一个领域实施了变革，其中大约一半的教师创建了能够展示所有三个维度变革的FA任务。在参与的教师中，FA设计的变化最为普遍，从探索知识获取的任务转变为探索学生化学推理的任务。另一方面，评价焦点的变化是最不常见的，因为大多数教师将注意力集中在学生答案的正确性上，而不是学生化学思想的性质。我们的调查结果指出了化学教师需要大量支持才能有效地在课堂上使用FA的领域。
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’ FA practices changed as a result of their participation in a professional development program designed with a Chemical Thinking perspective. Four FA portfolio chapters were collected from 19 secondary school teachers over the course of a year. The analysis of the FA portfolio chapters gave insight into changes in teachers’ FA practice in the areas of task design, purpose, and focus when evaluating student work. All teachers implemented changes in at least one of these areas of analysis, with about half of them creating FA tasks that demonstrated changes in all three dimensions. Changes in FA design were the most prevalent among participating teachers, shifting from tasks designed to explore the acquisition of knowledge to tasks that explored student reasoning with chemistry. On the other hand, changes in evaluation focus were the least common as most teachers centered their attention on the correctness of students’ answers rather than on the nature of students’ chemistry ideas. The results of our investigation point to areas in which chemistry teachers require substantial support to effectively use FA in their classrooms.
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