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Visualizing chemistry teachers’ enacted assessment design practices to better understand barriers to “best practices”

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Abstract

Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined. Results from a detailed evaluation of several high school chemistry formative assessments, learning goals, and learning activities reveal that assessment items are often developed to require well-articulated tasks but lack either alignment regarding representational level or employ only one representational level for nearly all assessment items. Implications for the development of a chemistry-specific method for evaluating alignment are presented as well as implications for high school chemistry assessment design.

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Article information


Submitted
18 Jun 2020
Accepted
22 Jan 2021
First published
01 Feb 2021

Chem. Educ. Res. Pract., 2021, Advance Article
Article type
Paper

Visualizing chemistry teachers’ enacted assessment design practices to better understand barriers to “best practices”

A. G. L. Schafer, V. M. Borland and E. J. Yezierski, Chem. Educ. Res. Pract., 2021, Advance Article , DOI: 10.1039/D0RP00179A

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