The 2011 report by the Department of Education stated that understanding how teachers use results from formative assessments to guide their practice is necessary to improve instruction. Teachers have goals for items in their formative assessments, but the degree of alignment between what is assessable by these items and the teachers' goals has not previously been investigated. This understanding of teacher's goal setting will identify strengths and weaknesses in their formative assessment processes. In this qualitative project, we will characterize this alignment with 19 high school chemistry teachers from 10 states. These teachers participated in a semi-structured interview describing their goals and use of a teacher-developed formative assessment they had implemented in their classes. The teachers provided 45 items which were analyzed for this study. To evaluate the content knowledge and skills required for successful completion of each item, the items were evaluated by a team member who did not conduct the interviews so that he would not be influenced by knowing what goals were articulated by the teachers. This researcher then listed statements and equations required to demonstrate an understanding and solve each individual problem. A different member of the team who conducted the interviews listed the assessment goals as stated by the teachers for each item to characterize the degree teacher's goals are emulated by their items. The team evaluated the alignment of teachers' assessment goals to what is assessable by items. Results along with implications for teaching and research will be presented.

Formative assessment in high school chemistry teaching: Investigating the alignment of teachers' goals with their items

247th National Meeting (2014)

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