Analyzing Chemistry Teachers’ Formative Assessment Practices Using Formative Assessment Portfolio Chapters
Analyzing Chemistry Teachers’ Formative Assessment Practices Using Formative Assessment Portfolio Chapters
复制标题
使用形成性评估组合章节分析化学教师形成性评估实践
DOI：
10.1021/acs.jchemed.0c00361
复制
发表时间：
2020
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
形成性评价的有效运用已被证明对学生的学习有积极的影响。要了解FA为什么和如何运作，有必要描述教师FA的做法，但因为教学实践和学习都取决于学科的性质，所以要研究这一点有学科方面的问题。本研究旨在通过化学思维框架的视角对化学教师的FA实践进行分析。两组初中和高中科学教师参加了为期一年的专业发展，目的是改善他们在化学教学中的FA实践。每位教师全年都提交了FA档案袋章节。为了开发一种方法用于正在进行的研究，以分析教师在一年中的进步，分析了参与者(N=13)的最终FA文件夹章节，以表征FA任务设计，教师在实施FA中的目的，以及教师如何评价学生的工作。研究发现，FA任务的范围从揭示学生对概念的掌握到揭示学生的化学思维。教师还展示了他们使用FA任务背后的一系列目的，以及在评估学生工作时的一系列重点。FA任务、教师使用该任务的目的和教师的评估方法之间的对应关系揭示了与科学教育中更广泛的研究相呼应的模式，但在化学中却是实例化的。提出了教师根据这些调查结果评估和多样化他们自己的FA实践的方法。
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 both teaching practice and learning depend on the nature of the discipline, there are disciplinary aspects to examining this. This study aimed to develop an analysis of chemistry teachers’ FA practices through the lens of the chemical thinking framework. Two cohorts of middle and high school science teachers participated in year-long professional development with the goal of improving their FA practices in teaching chemistry. Each teacher submitted FA portfolio chapters throughout the year. To develop an approach to use in ongoing research that will analyze teachers’ progress across the year, the final FA portfolio chapters of participants (N= 13) were analyzed to characterize FA task design, the teacher’s purpose in implementing the FA, and how the teacher evaluated student work. FA tasks were found to range from revealing students’ mastery of concepts to uncovering students’ chemical thinking. Teachers also demonstrated a range of purposes behind their use of the FA tasks, and a range of focuses when evaluating student work. Correspondence among the FA task, a teacher’s purpose for its use, and the teacher’s evaluation approach revealed patterns that echo the broader research in science education, but with instantiation in chemistry. Ways for teachers to assess and diversify their own FA practices based on these findings are presented.
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