Formative assessment as a pedagogy in General Chemistry

CHED 387

Susan A. Jansen, suebee@temple.edu1, Joseph Ducette, joseph.ducette@temple.edu2, Judith Stull, stullj@temple.edu3, Jack Schiller, schiller@temple.edu4, Lynne Roberts, lynnerob@temple.edu1, and Tiffany Gilles1. (1) Department of Chemistry, Temple University, 13th and Norris Street, Philadelphia, PA 19122, (2) Educational Psychology, Temple University, Philadelphia, PA 19122, (3) CRHDE, Temple University, Philadelphia, PA 19122, (4) Department of Mathematics, Temple University, Philadelphia, PA 19122
The concept of formative assessment has been utilized with success in K-12 science education, as it provides vital information about both the teacher and student's development in the classroom and improves subject mastery. We have employed formative assessment in the first semester of General Chemistry. This was particularly challenging because of the large lecture nature of the instruction and therefore, the implementation required significant commitment on the part of the instructor. However, even in large lectures, the formative assessment pedagogy created a stronger bond between the teacher, the student and chemistry. Our results show that students were able to assess their abilities, question more confidently and improve their understanding. Moreover, students in the formative assessment group worked more closely to their academic potential. In addition, our results show that being exposed to formative assessment in General Chemistry I influences performance that is significant in the second semester course.