ACCT Assessing for Change in Chemical Thinking
In this ChemEd X Conference session we are excited to share some things we have learned from our collaboration. We hope you'll be interested in this session for some of the following reasons:
- You may be involved in a partnership between chemistry teachers and educational researchers at a college or university, or interested in creating such a partnership, and you'd like to learn more about how ours is working,
- You might be interested to learn more about what a chemistry-specific learning progression is, and how it can help with planning instruction and formative assessment in your classroom.
- You may be looking for open-ended formative assessments in chemistry that have been designed (and well tested) to elicit student thinking about the core practices of chemistry,
- Or you could be interested in learning more about formative assessment teaching practices in the cycle of eliciting student thinking, noticing the disciplinary substance of students' thinking, interpreting how students use chemistry to make sense of real-world problems, and planning teaching moves that are responsive to how students are thinking about chemistry.
This research and development project is supported by the National Science Foundation, awards 1222624, 1221494, and 1621228.
Note: This session is now closed.