Formative assessment research in science education focuses heavily on design, implementation, and validation of assessments, but does not elaborate on how teachers can and should use results of assessments to enhance their teaching practice. Recent publications from the Department of Education have demonstrated that teachers may not be well-versed in the use of data to guide their instruction. In order to address this gap in the formative assessment research and characterize the process of data use by instructors, this project investigates high school chemistry teachers. Teachers (N=19) from 10 states participated in an interview that probed their use of formative assessment data to inform their classroom actions. From these interviews, a survey was developed that will characterize the process of data-use in a national sample of high school chemistry teachers. This poster presents the major findings from the qualitative analysis of interviews, the development of the survey from themes identified in the interviews, and possible implications for professional development designers and high school chemistry teachers.

Developing a survey to measure how high school chemistry teachers use data generated by formative assessment to guide their practice

247th National Meeting (2014)

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