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

Mihwa Park, Xiufeng Liu, Noemi Waight

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)273-281
Number of pages9
JournalJournal of Chemical Education
Volume94
Issue number3
DOIs
StatePublished - Mar 14 2017

Keywords

  • Chemical Education Research
  • Computer-Based Learning
  • High School/Introductory Chemistry
  • Inquiry-Based/Discovery Learning
  • Testing/Assessment

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