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.
What is the best type of assessments in a hybrid situation? Perhaps open book and notes might provide the answer.
In this article, the author describes how he uses student misconceptions that are mentioned in the Chief Reader Report as a guide to help him design and write multiple-choice items for AP Chemistry.
One of the hurdles that holds teachers back from implementing standards-based grading is the gradebook. Most schools use an electronic learning management system. Some of these platforms have added customizations to support recording learning targets rather than point values. Even with the upgrades, teachers can benefit from some 'hacks' to assist in recording student achievement.
As part of an NSF-funded project, a team of researchers is working to build an assessment library. They are looking for feedback from the chemistry education community. Your input will help them design this valuable resource. Educators are invited to participate in a brief interview about how this tool can be most useful.
This simple idea can help students learn the importance of honest self-reflection and foster meaningful conversation between the student and teacher.
This post is the second installment in a series called “SBG Hacks". In this part, I will explain my automated reassessment system.
I am sharing a hack I use in my standards based grading (SBG) classroom to help things run more smoothly.
Learning targets are typically written as “I can” statements. Because our level of understanding is so much different than our students’, it is far too easy to write a target that you think is easily interpretable, while at the same time, remains unclear to your students. This article provides some information that will help teachers write meaningful learning targets.
Erica Jacobsen shares highlights from the June 2018 issue of the Journal of Chemical Education.