assessment

Frying ice

In the Frying Ice formative assessment students explore the three phases of matter. This formative assessment targets the question “What cues are used to differentiate matter types?” The target of this formative assessment was for students to demonstrate their understanding of the three states of matter and how the particles in each state react when heated. 

The fire story

The fire story formative assessment is used to explore students' thinking about the question "what affects chemical change?" through a real-world problem. This formative assessment specifically probes students' understanding of energy and phase changes. There are several different explanations using different chemistry concepts that could be used to explain the phemomenon explained in the story. 

What’s going on inside their head? - Student-made videos for metacognitive problem solving

Metacognition is a learner-focused evaluation of knowledge growth and an essential process for complete and lasting knowledge. Although virtual learning environments pose challenges for facilitating metacognitive activities, student-made videos are effective for increasing metacognition in online chemistry instruction.

Evaluating students' written work

Formative assessment is an important component of teaching as it enables teachers to enhance student learning. The written work that students produce on formative assessment tasks can be used to uncover student thinking and inform the decisions teachers make on how to support individual student learning.  

Advancing student thinking

Upon noticing the substance of their students chemical thinking, a teacher may decide to advance their students' thinking toward a curricular aim.  Here we will consider the ways in which teachers may decide to do so according to our . This model was derived from rigorous analysis of classroom videos of experienced science teachers (many of whom are chemistry teachers, most are teacher leaders in their school district) doing formative assessment activities with their students. Excellent science teachers have a broad repertoire and use all of these different kinds of teaching moves in different moments, depending on the in-the-moment purposes that teachers have which are shaped by knowing the specific students and the challenges they are facing at that moment, as well as in the context of the overall lesson purposes.  Excellent teachers decide to advance their students' thinking when they intend to move students toward specific learning goals by developing students’ understanding using their own or others’ ideas.  These advancing acts may be categorized as more directive or more responsive in nature.

Eliciting student thinking

Upon noticing the substance of their students chemical thinking, their teacher may decide to elicit further ideas from their students.  In eliciting acts, the teacher seeks to find out more about what a student knows and thinks. Here we will consider the ways in which teachers may decide to do so according to our . This model was derived from rigorous analysis of classroom videos of experienced science teachers (many of whom are chemistry teachers, most are teacher leaders in their school district) doing formative assessment activities with their students. Excellent science teachers have a broad repertoire and use all of these different kinds of teaching moves in different moments, depending on the in-the-moment purposes that teachers have which are shaped by knowing the specific students and the challenges they are facing at that moment, as well as in the context of the overall lesson purposes.