Practice problem answer keys that provide correct and incorrect answers increase student metacognition and lead to more thorough learning.
Mastery-based grading involves assessing student mastery of a defined set of learning objectives. In this virtual talk the practical implementation of additional assessments, outcomes of student achievement, and lessons learned will be discussed.
Helping students develop abstract understanding is a universal goal. This article describes an activity that involves students developing and then solving novel quantitative chemistry problems following a MadLibsTM style framework.
Formative assessment questions provide a useful lens into students' minds regarding what they are thinking about chemistry. By ascertaining what students are thinking, teachers can make decisions regarding what to do with what they learn. The members of ACCT (Assessing for Change in Chemical Thinking) presented a ChemEd X Talk on the topic on May 26th. You can watch the edited recording of this Talk and find more resources here.
Grades should provide feedback to students, parents, and teachers as to the progress students are making toward learning targets. Meaningful grades require good assessment practices. Erica Posthuma presented a ChemEd X Talk on May 11th, 2021, providing an overview of effective assessment design. She discussed writing and communicating learning goals, developing targeted questions and prompts, and scoring using a standards-based approach. You can watch the edited recording of Erica's Talk here.
In order to teach chemistry effectively, we must ascertain what our students are thinking about chemistry and make a decision regarding what to do with what we learn. Formative assessment questions provide a useful lens into students' minds regarding what they are thinking about chemistry. Let us consider then, how categorizing formative assessment questions could help us plan out our classes more deliberately, in order to better design purposeful written formative assessments that align with our curricular goals.
It has been a challenging year. The challenge gave rise to a unique way to provide exams in a multitude of platforms. Check it out and do not be afraid to share some ideas of your own!
ChemEd X Talks with Katy Dornbos about how she has transformed the way she is assessing her students - particularly on exams. Her new method of assessing was born from her desire to decrease student stress, minimize her grading time and keep the questions challenging enough to encourage deep thinking. You can watch the edited recording of Katy's Talk here.
Self-quizzing is an effective study strategy that leads to longer-term memory retention than other methods. However, when I surveyed my student's preferred study method, self-quizzing did not make the list. In this post, I'll describe self-quizzing and how to support and encourage students to use it.
Chad Husting presented in a ChemEd X Talk and spoke about how he has transitioned to standards based grading during a pandemic! He shared some tips that have solved many of the problems that teachers struggle with including having a mix of face to face and virtual students and keeping up with late work, make-up work and missing assignments! You can watch the edited recording of Chad's Talk here.