A5037980018- Student Assessment and Feedback
- Science Education and Pedagogy
- Educational Assessment and Pedagogy
- Educational Strategies and Epistemologies
- Innovative Teaching Methods
- Innovative Teaching and Learning Methods
- Various Chemistry Research Topics
- Evaluation of Teaching Practices
- Mathematics Education and Programs
- Chemical Reaction Mechanisms
- Visual and Cognitive Learning Processes
- Chemistry and Chemical Engineering
Miami University
2019-2023
University of Wisconsin–Madison
2022
Science Oxford
2020-2021
What we as scientists and educators assess has a tremendous impact on whom authorize to participate in science careers. Unfortunately, critical gateway chemistry courses, assessments commonly emphasize reward recall of disaggregated facts or performance (often mathematical) skills. Such an emphasis marginalizes students based their access pre-college math preparation misrepresents the intellectual work chemistry. Here, explore whether assessing more authentic practice (i.e., mechanistic...
In an increasingly online world, multimedia content for instructional use in chemistry is abundant. It can be difficult to discern a good resource from poor one, even if the video accurate (which it may not be). Sound alone does guarantee that videos were made with best principles mind according evidence-based research. Multiple authors have proposed guidelines and learning which are supported by research cognitive educational psychology. Herein we used Mayer's Multimedia Principles (MMP)...
The way high school chemistry curricula are structured has the potential to convey consequential messages about knowledge and knowing students teachers. If a curriculum is built around practicing skills recalling facts reach “correct” answers, it unlikely class activities will be seen (by or teacher) as opportunities figure out causes for phenomena. Our team of teachers researchers working understand how enactment transformed curricular materials can support in making sense perplexing,...
High school chemistry teachers struggle to use assessment results inform instruction. In the absence of expert assistance, often look their peers for guidance and support; however, little is known about beliefs practices high or discourse mechanisms used as support one another. Presented in this paper are from analyzing a discussion between five they generated set best inquiry assessments. To analyze discussion, novel representation called map was align analyses conducted on teacher...
Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines standards as support to generate quality items, little known how engage these supports or enact their own beliefs into practice while developing assessments. Presented in this paper are the results from analyzing discourse among five during an item generation activity, including items produced throughout activity. Results include detailed...
High school chemistry teachers will often establish goals that guide assessment design and interpretation of results. However, little is known about how these the collectively This study seeks to better understand what notice when interpreting results may influence teachers' patterns noticing. The described herein investigates high interpretations student responses formative items by identifying in notice. These noticing are compared previous work characterizes assessments according their...
Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those developing day-to-day assessments. In this paper, the relationship between high school self-generated “best practices” for formative assessments and they implement in their courses are examined. Results a detailed evaluation of several assessments, learning goals, activities reveal that items often developed to require well-articulated...
A laboratory experiment was developed that connects the interpretation of computer-generated models to self-assembly macrocycles. Students compare reactions terephthalaldehyde and isophthalaldehyde by reacting each with (R,R)-(−)-1,2-diaminocyclohexane. These isomeric systems serve as foundation for a discussion about impact entropy enthalpy on macrocycle formation. This requires students use multiple data sources develop evidence-based explanations starting-material geometry...
Correction for ‘Chemistry critical friendships: investigating chemistry-specific discourse within a domain-general discussion of best practices inquiry assessments’ by Adam G. L. Schafer <italic>et al.</italic>, <italic>Chem. Educ. Res. Pract.</italic>, 2020, <bold>21</bold>, 452–468.