PERC 2012 Abstract Detail Page
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| Abstract Title: | Helping American middle & high school science teachers to change to formative assessment |
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| 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 |
