Blogs

Incorporating Authentic Assessments in Chemistry

Recently, my district made a commitment to helping its teachers reflect and rethink their grading and assessment practices. One of the phrases I kept hearing throughout our staff professional development sessions was authentic assessment. I understood (and agreed with) the basic premise—create more opportunities for students to perform tasks that demonstrate meaningful application of essential knowledge and skills. Doing so involves going beyond, or even potentially replacing, traditional summative assessments at the end of each unit.

March Madness with the Periodic Table

I ran a multi-day poll on Twitter that was designed to be a fun way to determine the “best” element on the periodic table. I’m sharing about the poll here on ChemEdX in case others might want to try something similar in their classrooms. The poll was run tournament-style, fashioned after NCAA Basketball’s March Madness. The event was called #MarchMatterMadness. Just like basketball’s March Madness tournament, four different “regions” were set up, and each element was seeded into brackets according to atomic number.

BCCE 2018 REGISTRATION is now OPEN

he Biennial Conference on Chemical Education (BCCE) will be held at Notre Dame in South Bend, Indiana from July 29 through August 2, 2018. This is an excellent professional development opportunity for high school and college chemistry instructors.

Toward an Accessible Set of Chemistry Core Ideas to Help Students Make Sense of Phenomena

NGSS crosscutting concepts and core ideas are intended to be used as evidence to support explanations and arguments. I have found several lists of Chemistry core ideas online, but I don’t think I would give the ones I have seen to my students because they are either too long or written with language that I don’t think is suitable for novice learners of Chemistry. I have compiled a list of the crosscutting concepts and 12 core ideas for high school Chemistry that my students could use to support the explanations and arguments I will be asking them to write. 

What is Reasoning?

I attended a professional development session on the NGSS earlier this week by Brett Moulding and Nicole Paulson based on the book they wrote with Rodger Bybee, A Vision and Plan for Science Teaching and Learning. The authors propose the “gathering-reasoning-communicating” (GRC) structure as a simplified way of thinking about the Science and Engineering Practices. Reasoning is the keystone of the GRC structure and the primary thing we want science students to be doing. “Gathering” provides the raw materials for reasoning and “communicating” helps us know that reasoning has taken place.