Student Learning vs. Student Earning
Kevin Morse | Fri, 03/21/2025 - 07:27
In this post, Kevin Morse outlines an easy-to-implement procedure to help students reflect on teacher feedback for improved understanding.
assessment
Using Information from the 2022 AP Chemistry Reading to Improve Exam Performance
Michael Farabaugh | Wed, 08/10/2022 - 18:19
Michael Farabaugh outlines mistakes and misconceptions that were encountered during the 2022 AP Reading and offers suggestions for improving performance on the AP Chemistry exam.
The Effect of Multiple Assessment Opportunities on Student Achievement in a Large General Chemistry Course
Scott Donnelly | Fri, 02/04/2022 - 12:14
Mastery-based grading involves assessing student mastery of a defined set of learning objectives. In this virtual talk the practical implementation of additional assessments, outcomes of student achievement, and lessons learned will be discussed.
The Start of Another Year.....
Chad Husting | Mon, 09/06/2021 - 14:03
Chad Husting explains how he used two hands on activities to get a sense of where his students were at within the realm of labwork and the scientific process as school began.
Reflections on Choice Boards in the Chemistry Classroom
Stephanie O'Brien | Thu, 06/24/2021 - 11:01
Stephanie O'Brien shares lessons learned and strategies for utilizing choice boards in chemistry classroom.
What do we want to know about our students' thinking? Categorizing chemistry formative assessments with ACCT.
Deanna Cullen | Tue, 06/01/2021 - 13:58
Formative assessment questions provide a useful lens into students' minds regarding what they are thinking about chemistry. By ascertaining what students are thinking, teachers can make decisions regarding what to do with what they learn. The members of ACCT (Assessing for Change in Chemical Thinking) presented a ChemEd X Talk on the topic on May 26th. You can watch the edited recording of this Talk and find more resources here.
What informs the grade a student earns in your class? w/ Erica Posthuma
Deanna Cullen | Sun, 05/16/2021 - 08:11
Grades should provide feedback to students, parents, and teachers as to the progress students are making toward learning targets. Meaningful grades require good assessment practices. Erica Posthuma presented a ChemEd X Talk on May 11th, 2021, providing an overview of effective assessment design. She discussed writing and communicating learning goals, developing targeted questions and prompts, and scoring using a standards-based approach. You can watch the edited recording of Erica's Talk here.
What do you want to know about your students' chemical thinking? Categorizing chemistry formative assessments
Scott Balicki | Mon, 05/03/2021 - 07:57
In order to teach chemistry effectively, we must ascertain what our students are thinking about chemistry and make a decision regarding what to do with what we learn. Formative assessment questions provide a useful lens into students' minds regarding what they are thinking about chemistry. Let us consider then, how categorizing formative assessment questions could help us plan out our classes more deliberately, in order to better design purposeful written formative assessments that align with our curricular goals.
Standards Based Grading, Final Exams and Thinking Outside the Box
Chad Husting | Sun, 04/11/2021 - 17:16
It has been a challenging year. The challenge gave rise to a unique way to provide exams in a multitude of platforms. Check it out and do not be afraid to share some ideas of your own!
Session 8 at a Glance
ACCT Admin | Mon, 03/15/2021 - 12:22
The goal for session 8 is to focus on the formative assessment enactment model. Teachers revisit the formative assessment enactment model and reflect upon its versatility and value for classroom use. This session uses videos of student discourse to help participants grapple with the critical aspects of the Formative Assessment Enactment Model. Participants explore a spectrum of teacher decision-making in the moment with regard to questioning students. Participants examine and analyze the following: eliciting moves; how to narrow or open up student responses; advancing moves; and whether to use directing or responding questions.