assessment

Political dilemmas will be associated with resistance from various stakeholders when school and organizational norms are questioned and routines of privilege and authority are disturbed.  

Cultural dilemmas will emerge between teachers and students as classroom roles and expectations shift with an emphasis on chemical thinking.   Some Examples:

Pedagogical dilemmas will arise as they address decisions about instructional materials and approaches and what to emphasize in learning experiences that a chemical thinking perspective demands.   Some Examples:

Conceptual dilemmas will occur as teachers confront the philosophical, psychological, and epistemological assumptions that differ between a traditional conceptualization of chemistry learning and chemical thinking. Teachers are asked to organize instruction around the Chemical Thinking Framework instead of a topic based approach.  

For years, I have had a continuous struggle with giving students feedback. Like most teachers, I am aware of its importance, which is why I continue to provide feedback as often as I can. So, what exactly is the struggle? The struggle lies primarily in two areas:

Implementing Chemical Thinking in chemistry classrooms has inherent challenges faced by teachers in creating opportunities to develop and apply this way of thinking about and acting on contemporary problems in chemistry.

This 3 hour session provides an introduction to the Assessing for Change in Chemical Thinking (ACCT) professional development series. Session 1 provides an overview of the three program components that drive ACCT sessions: The Chemical Thinking Model, the Formative Assessment Enactment Model and Teaching Dilemmas.