The many faces of formative assessment in university science courses

CHED 388

Judith Stull, stullj@temple.edu1, Susan A. Jansen, suebee@temple.edu2, Jack Schiller, schiller@temple.edu3, Joseph Ducette, joseph.ducette@temple.edu4, and Lynne Roberts, lynnerob@temple.edu2. (1) CRHDE, Temple University, Philadelphia, PA 19122, (2) Department of Chemistry, Temple University, 13th and Norris Sts, Philadelphia, PA 19122, (3) Department of Mathematics, Temple University, Philadelphia, PA 19122, (4) Educational Psychology, Temple University, Philadelphia, PA 19122
The issues of assessment and accountability have gone beyond the classroom and entered the political arena. With this development the issues have become less nuanced as broad generalizations and policies are sought. What sometimes gets lost in many of these discussions is the fact that the educational sector is incredibly varied by grade, by subject, and by instructional format. In this research paper we are going to consider an aspect of assessment that has been garnering increasing interest, specifically formative assessment and consider different ways in which it has been implemented. All of the studies are in higher education, involve varied science and science related subjects (chemistry, physics, and mathematics), and were subjected to statistical analyses.. The goal is to illustrate the different aspects of assessment and demonstrate their effectiveness in improving both teaching and student achievement.
 

Research in Chemical Education
1:30 PM-5:15 PM, Tuesday, August 21, 2007 Seaport -- Constitution Room, Oral

Division of Chemical Education

The 234th ACS National Meeting, Boston, MA, August 19-23, 2007