Formative Assessment Practices of Chemistry Teachers

ACCT team members gathered around a table

Publications about the formative assessment practices of chemistry teachers 

The formative assessment practices of chemistry teachers are closely linked to their students' achievement.  As they deliver formative assessments in their classrooms, teachers may take one one of several personalities according to what they notice and interpret in their students' thinking, and how they act.  By describing and characterizing the practices that teachers follow, we can better understand how to incorperate practices that build productively on student ideas to advance their thinking. Relevant publications about these practices are below.  Please feel free to  to request any papers that you are interested in reading if you are not able to obtain them from your library.


Clinchot, M., Ngai, C., Huie, R., Talanquer, V., Lambertz, J., Banks, G., Weinrich, M., Lewis, R., Pelletier, P., & Sevian, H. (2017). Better formative assessment: Making formative assessment more responsive to student needs. The Science Teacher (March 2017), 69-75.  An accompanying video introducing the article can be viewed below:

Gregory Banks and Dr. Hannah Sevian introduce the Science Teacher article "Formative Assessment Practices of Science Teachers"


Dini, V., Sevian, H., Caushi, K., & Orduña Picón, R. (2020). Characterizing the formative assessment enactment of experienced science teachers. Science Education, 104 (2), 290-325.


Sevian, H., & Bulte, A. M. W. (2015). Learning chemistry to enrich students’ views on the world they live in. In I. Eilks & A. Hofstein (Eds.) Relevant chemistry education: From theory to practice, pp. 55-78. Rotterdam, The Netherlands: Sense Publishers.

Please feel free to  if you are having trouble accessing the full articles from these links.