1 – 13 of 13 Articles
Nuts & Bolts | May 2020 Assessment of Student Modeling and Stages of Thinking
The author shares her experience with modeling in chemistry, and specifically focuses on the assessment of a student´s individual progress with a model. She offers examples and rubrics that address specific components of the model for teacher assessment.
Nuts & Bolts | March 2020 The Benefits of Culminating Tasks
In this article, a teacher shares her experience implementing culminating tasks in the chemistry classroom. She shares her insight for best practices, and offers suggestions for hands-on lab experiences that can be completed at the end of a unit or a semester.
Nuts & Bolts | November 2019 Drawing Exit Tickets: A New Way to Formatively Assess
The author uses a modified version of traditional exit tickets as a useful strategy to formatively assess student understanding at the end of the lesson. Her students are asked to summarize what they have learned by creating drawings. She shares that recent research has shown that drawing can be more effective than writing as a tool for remembering concepts. Read this article to see how you can use this strategy in your own classroom!
Tech Tips | May 2019 Edpuzzle: A Video Formative Assessment Tool
In this article, the author discusses the use of video media to enhance teaching and learning through the use of the Edpuzzle platform. He shares his thoughts about the many ways that using video media can increase student accountability and engagement, while providing more data about student achievement throughout the lesson. Edpuzzle can be a helpful tool to formatively assess student understanding, identify misconceptions, and drive instruction.
Nuts & Bolts | September 2018 Instant Feedback on Quizzes
In this article, a high school teacher describes his successful implementation of a system for providing students with instant feedback on their chemistry quizzes. This idea can be easily implemented in your classroom too!
Nuts & Bolts | September 2018 Designing Effective Multiple-Choice Items in Chemistry
Multiple-choice questions are frequently used in both formal and informal assessments in order to determine if students have mastered specific learning objectives. This article discusses the characteristics of multiple-choice items as well as some guidelines for writing them. It is possible to design multiple-choice items that emphasize conceptual understanding and critical thinking skills. The creation of high-quality assessments can provide useful information about student learning and help teachers make important decisions about instruction.
Classroom Commentary | September 2018 Reflections of an AP Chemistry Exam Reader
This article describes a chemistry teacher’s experience as a Reader for the AP chemistry exam. She shares some reflections, pointers, and insights to help guide other AP Chemistry teachers in hopes of helping them prepare their students to achieve mastery on the exam.
Tech Tips | May 2018 Use Moodle to Score Lab Calculations Instantly
One of the greatest time demands for chemistry teachers is the assessment of lab work. With a little bit of preparation, you can program Moodle (a widely available and free learning management system used by many schools) to correct students’ lab calculations and provide immediate feedback. The author walks through an example using a simple stoichiometry exercise used with his 11th grade general chemistry students.
Nuts & Bolts | May 2017 Using Formative Assessment to Guide Instruction
Formative assessment is a valuable tool for determining a student's misconceptions and level of science understanding, in order to guide class instruction. While it can seem intimidating, formative assessment can take a variety of forms to incorporate movement and collaboration in the classroom.
Tech Tips | March 2017 Using Google Forms for Remediation
This article, written in lab report format, discusses the use of Google Forms for online quizzes in the chemistry classroom. The author summarizes her experiences and methodology for using these quizzes in her classroom, and includes a link to a step-by-step video guide for creating quizzes as well as tips for implementing them in your classroom.
Nuts & Bolts | March 2015 Getting to Know What Students Know
How do you gauge whether students are learning what you intend for them to learn? This article, the third installment in a series of articles, offers ideas from an experienced teacher.
Nuts & Bolts | September 2014 Standards Based Grading in the Middle School Chemistry Classroom
The purpose of grading is to give feedback about learning, but the traditional point-based system fails to do so. Standards-based grading is an alternative grading system that focuses on student understanding rather than a letter grade.
Nuts & Bolts | September 2014 Formative Assessment—A Powerful, Quick Tool in the Classroom
Formative assessment methods can be a quick, topic-specific tool that teachers can use to discover students readiness for a topic. Formative assessment up-front can make a unit run smoother. These assessments do not have to be difficult to implement, and you will be glad you did it in the long run.