Development of the Connected Chemistry as Formative Assessment Pedagogy for High School Chemistry Teaching

• Mihwa Park ^[1] ; Xiufeng Liu ^[1] ; Noemi Waight ^[1]
  1. [1] University at Buffalo, State University of New York

     University at Buffalo, State University of New York

     City of Buffalo, Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 94, Nº 3, 2017, págs. 273-281
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This paper describes the development of Connected Chemistry as Formative Assessment (CCFA) pedagogy, which integrates three promising teaching and learning approaches, computer models, formative assessments, and learning progressions, to promote student understanding in chemistry. CCFA supports student learning in making connections among the three domains of chemistry: the macroscopic; the submicroscopic; and the representational. There were 10 sets of computer models and computer-model-based formative assessment tests developed for 10 chemistry topics to enhance student understanding of matter and energy, and models. This article reports the development process of CCFA and evidence supporting the reliability and validity of measures of the formative assessment tests in CCFA based on the Rasch measurement application.