ACCT

Assessing for Change in Chemical Thinking (ACCT) is an NSF-funded, research-practice partnership focused on fostering chemical thinking in middle school, high school, and undergraduate science classrooms using formative assessment strategies. ChemEd X has partnered with ACCT to disseminate the program materials, as it aligns with their mission of making digital chemistry teaching content and resources accessible. We encourage you to explore the ten session professional development series, (including facilitation guides, slides, and resources). In addition, the blog posts on formative assessments and the core program elements are accessible through the ChemEd X platform, free of charge. For inquiries, please contact ACCT at ACCTProject@umb.edu

Our collection here on ChemEd X includes:

Resources for doing formative assessment in the classroom

Studying how teachers enact formative assessment

Analyzing how students use chemical thinking

Information about our group

Relevant publications

Together with ChemEd X, we strive to empower teachers of chemistry to Xplore, Xtend, and Xperience.

ACCT
Advancing student thinking
// Thursday, April 23, 2020 • ACCT Admin
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 formative assessment model of ena
Eliciting student thinking
// Thursday, April 23, 2020 • ACCT Admin
Upon noticing the substance of their students chemical thinking, a teacher may decide to elicit further ideas from their students.  In eliciting acts, a 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 
Formative assessment task design
// Thursday, April 23, 2020 • ACCT Admin
Formative assessments can be used in a multitude of classroom settings, for a variety of purposes. When teachers consider their ultimate purposes for delivering their formative assessments, they can enhance the impact that the formative assessments have on their students and their future decisions in the classroom. Formative assessments t
The formative assessment enactment model
// Thursday, April 23, 2020 • ACCT Admin
The aim of the formative assessment enactment model is to offer a practical resource for teachers to support students’ sense making.
How teachers enact formative assessment
// Thursday, April 23, 2020 • ACCT Admin
Teachers' use of formative assessment is widely known to improve student learning. However, teachers enact formative assessment in many ways. How can chemistry teachers be more versatile and intentional in how we enact formative assessment so that we can maximize student learning by increasing their opportunities to learn?
venn diagram
Formative assessment personalities
// Thursday, April 23, 2020 • ACCT Admin
There are characteristic ways that middle and high school chemistry teachers pay attention to students' written work (noticing and interpreting) and plan on following up on what they interpret (acting).
Blogs about enacting formative assessment
// Thursday, April 23, 2020 • ACCT Admin
Want to learn more? ACCT team member blogs are an excellent place to learn more about enacting formative assessment.  Relevent posts are listed below, and can be found on the blogs page at the Chemical Education Xchange.
image of 4 people sitting at table together
Contact ACCT
// Wednesday, April 22, 2020 • ACCT Admin
As a group, we at AACT are looking to connect with teachers nationwide to build an educator community around formative assessment and chemical thinking, as well as share the resources that we have and are continuing to develop. You are welcome to to reach out to us at ACCTProject@umb.edu with any questions or f