Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment
Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment
复制标题
调查评估设计如何指导高中化学教师解释学生对计划性形成性评估的反应
DOI：
--
复制
发表时间：
2021
影响因子：
3
通讯作者：
Ellen J. Yezierski
中科院分区：
文献类型：
--
作者：
Adam G. L. Schafer;Ellen J. Yezierski
高中化学教师通常会制定指导评估设计和评估结果解释的目标。然而，人们对这些目标和评估设计如何共同指导结果的解释知之甚少。本研究旨在更好地了解教师在解释评估结果时注意到的内容以及评估的设计如何影响教师的注意模式。本文描述的研究通过识别教师注意到的模式来调查高中化学教师对学生对形成性评估项目的反应的解释。这些注意模式与之前的工作进行了比较，这些工作根据教师自我生成的形成性评估最佳实践来描述评估的特征。结果表明，评估设计元素和教师的注意模式的比较可以揭示指导解释学生对计划的形成性评估的反应的潜在目标。这项调查的结果对化学教师评估设计实践以及用于设计和解释形成性评估的特定化学方法的开发具有影响。
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. The study described herein investigates high school chemistry teachers’ interpretations of student responses to formative assessment items by identifying patterns in what teachers notice. These patterns in noticing are compared to previous work that characterizes the teachers’ assessments according to their self-generated best practices for formative assessment. Results suggest that a comparison of assessment design elements and teachers’ noticing patterns can reveal underlying goals guiding the interpretation of student responses to a planned, formative assessment. The results of this investigation hold implications for chemistry teacher assessment design practices as well as the development of chemistry-specific methods for designing and interpreting formative assessments.
教师 – 注意到、解释学生并采取行动 – 书面作业中的化学想法
影响因子：
3
作者：
Murray, Stephanie A.;Huie, Robert;Lewis, Rebecca;Balicki, Scott;Clinchot, Michael;Banks, Gregory;Talanquer, Vicente;Sevian, Hannah
通讯作者：
Sevian, Hannah