Exploring Effectiveness of Classroom Assessments for Students' Learning in High School Chemistry

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dc.contributor.authorIzci, Kemal
dc.contributor.authorMuslu, Nilay
dc.contributor.authorBurcks, Shannon M.
dc.contributor.authorSiegel, Marcelle A.
dc.date.accessioned2024-02-23T13:59:25Z
dc.date.available2024-02-23T13:59:25Z
dc.date.issued2020
dc.departmentNEÜen_US
dc.description.abstractNew notions of science teaching and learning provide challenges for designing and using classroom assessment. Existing assessments are not effective in assessing and supporting desired science learning because they are not designed to capture and aid such learning (NRC2014; Pellegrino2013). In addition, it is important to evaluate effectiveness of existing and developed classroom assessments and their usage in supporting desired science learning. Newer notions of validity stress that assessment should have a positive impact on learning and teaching; thus, validity and effectiveness of an assessment should be linked to highlight how an assessment supports learning. Therefore, we suggest that just focusing on the assessment itself, or teachers' understanding and implementing of assessment, to investigate effectiveness of classroom assessment will be incomplete. This qualitative study focuses on the effectiveness of the designed tasks and of the implementation, according to the teacher and aims to (1) provide a new approach for evaluating effectiveness of developed chemistry assessments and (2) use this approach to illustrate the effectiveness of co-developed assessments by five high school chemistry teachers. We utilized multiple sources of data, including teacher-generated assessments, teachers' comments on developed assessments, and students' responses. We designed a rubric to analyze effectiveness and validated it with six expert reviewers. Results showed that the assessments mostly aligned with research-informed principles for effective assessments and helped teachers to achieve their intentions. Our study recommends that teachers develop and utilize various types of classroom assessments that achieve their aims through participation in a collaborative project.en_US
dc.identifier.doi10.1007/s11165-018-9757-0
dc.identifier.endpage1916en_US
dc.identifier.issn0157-244X
dc.identifier.issn1573-1898
dc.identifier.issue5en_US
dc.identifier.scopus2-s2.0-85053457484en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage1885en_US
dc.identifier.urihttps://doi.org/10.1007/s11165-018-9757-0
dc.identifier.urihttps://hdl.handle.net/20.500.12452/11184
dc.identifier.volume50en_US
dc.identifier.wosWOS:000574233300009en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofResearch In Science Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectEffectiveness Of Assessment Tasksen_US
dc.subjectHigh School Chemistryen_US
dc.subjectAssessment Developmenten_US
dc.subjectChemistry Assessmenten_US
dc.titleExploring Effectiveness of Classroom Assessments for Students' Learning in High School Chemistryen_US
dc.typeArticleen_US

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