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Abstract Title: Helping American middle & high school science teachers to change to formative assessment
Abstract: This study presents a model, as well as its application, for the development of formative assessments in the classroom in a rurally located, city high-needs district in Ohio. Authors wrote common formative assessments (CFAs) for the teachers in seven categories: sixth, seventh, and eighth grade (middle school), and physical science, biology, environmental science, and physics (high school). Teachers provided feedback, CFAs were changed as necessary, and teachers analyzed the CFA at the both the beginning and the end of the quarter. Emphasis in the analysis was on what student thinking (expressed in writing) reveals. The pretests reveal what students think at the beginning, giving the teacher an idea of what ideas might already exist, right or wrong; the posttest should reveal to the teacher whether the instruction succeeded. Results indicate changes not only in the way teachers view their pedagogical approaches, but also in how teachers consider student personal epistemologies.
Footnote: Research supported in part through grants from the Ohio Department of
Education, grants 60018325 (2008-2009), 60021887 (2009-2010),
60028273 (2010-2011), and 60032359 (2011-2012)
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Bill Schmitt
Science Center of Inquiry
13225 North Verde River Drive
Suite 104
Fountain Hills, AZ 85268-8454
Phone: 602-684-5380
Fax: 480-816-6107
Co-Author(s)
and Co-Presenter(s)
Gordon J. Aubrecht, II
Department of Physics, Columbus and Marion, Ohio 43302

Jennifer L Esswein
Department of Physics, Columbus, Ohio 43210

Contributed Poster

Contributed Poster: Download the Contributed Poster