Assessment

One of the main tenets of NGSS is the use of phenomena to have students discover the content. I’m new to NGSS, as Indiana just adopted the standards this year, but I’m very excited about the integration of phenomena. I’m all-in on attempting to ground as much of my instruction as possible in phenomena.

The first time I experienced an unfamiliar grading policy was when I first started teaching high school chemistry in Michigan in 2015. At my school, we are required to offer (or have options) for retakes on summative assessments. There have been mixed feelings at my school about the retake policy because it can be perceived as a way for studen

Chemistry is difficult to learn, but it tends to be easier for students who spend more time on consistent problem-solving practice. Many chemistry instructors provide students with practice tests to help guide their problem-solving and prepare for more significant assessments.

Presentation title: The Effect of Multiple Assessment Opportunities on Student Achievement in a Large General Chemistry Course Date: Friday, February 11, 2022 Start: 11:00 Pacific = noon Mountain (+ Arizona) = 1:00pm Central = 2:00pm Eastern

Co-authors: Rachel Barnard*, Samantha Cass, and Ryan Sweeder (*: corresponding author) Lyman Briggs College, Michigan State University

Formative assessment questions provide a useful lens into students' minds regarding what they are thinking about chemistry.

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.

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 forma

“What are we doing to help kids achieve?”

On February 25th, Katy Dornbos presented a ChemEd X Talk about how she has transformed the way she is assessing her students - particularly on exams. She was frustrated by how limited class time and text anxiety were restricting the depth of responses her students could provide.