Assessment portfolios have been used to gain insight into chemistry teachers’ formative assessment (FA) practices. In our study, 5 teachers in 2017-2018 and 8 teachers in 2018-2019 participated in a yearlong professional development program. During the year, each teacher submitted four assessment portfolio chapters. Each portfolio chapter included a blank copy of the FA, the teacher’s goals in using the FA, the teacher’s expectations of how students would perform on the FA, examples of student work with the teacher’s analysis of it and the feedback that was provided to the student, and what the teacher did with the information learned from the FA to follow up afterward in classroom instruction. Analysis included five variables: (1) the character of the FA tasks, (2) the types of work that the tasks elicited from students, (3) what the teachers noticed in individual students’ work, (4) how the teachers attended to what they noticed for those students, and (5) how the teachers followed up with their classes in subsequent teaching. The teachers’ FA practices were analyzed for patterns based on these five variables. The results and implications of this analysis will be presented.

Analysis of high school chemistry teachers’ formative assessment practices

Macromolecular Chemistry: The Second Century

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ACS Spring 2020 National Meeting & Expo

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