Building an aligned assessment structure around Chemistry in the Community within a high school transformation project

CHED 1601

Patrick L. Daubenmire, pdauben@luc.edu1, Sarah K. Brennan2, Jean Mason1, Adam Tarnoff1, and Donald J. Wink, dwink@uic.edu3. (1) Center for Science and Math Education and Department of Chemistry, Loyola University Chicago, 6525 N. Sheridan Road, Chicago, IL 60626, (2) Department of Chemistry (MC 111), University of Illinois at Chicago, 845 W. Taylor Street, Chicago, IL 60607, (3) Department of Chemistry, University of Illinois, (MC 111), Chicago, IL 60607
A large urban district has committed to transforming high schools which are low-performing according to state standards. This project, supported by the Bill and Melinda Gates foundation, provides schools with instructional coaching and leadership support, rigorous Instructional Development Systems (IDS) in English, math, and science, and materials for implementing each curricula. The goal of this project is to increase performance and to help schools build capacity for long-term sustainability. Loyola University Chicago and University of Illinois Chicago have partnered to provide one IDS option in science. This IDS incorporates Chemistry in the Community in the second-year course. A critical component of each IDS is an aligned assessment structure which includes embedded, formative, and summative tools. This presentation will describe how this structure both reflects the selected curriculum and the state assessment framework.
 

Chemistry Education: Meeting ACS Guidelines and National and State Standards
1:00 PM-3:15 PM, Thursday, April 10, 2008 Hilton New Orleans Riverside -- HEC B, Oral

Division of Chemical Education

The 235th ACS National Meeting, New Orleans, LA, April 6-10, 2008