Graduate Research Papers
Availability
Open Access Graduate Research Paper
Abstract
A current focus in education is placing more emphasis on formative assessment. With increased emphasis on formative assessment, teachers are faced with the task of assessing large numbers of students and providing feedback in a timely manner. Effectively assessing students and providing feedback in a timely manner using a combined method of formative assessment called the CASTLE method (Combined Assessment for Student/ Teacher Learning and Evaluation) is described by this project.
The purpose of this project was to create a set of formative assessment probes for a high school chemistry course specifically designed to be implemented using the CASTLE method. The CASTLE method describes how a computer-based assessment can be disseminated to students in the form of a writing probe adapted to a Google form. The probes are written in a manner to allow a feature within the Google form to generate data. This data provides insight into student understanding and provides a platform for classroom discussion.
Chapter one begins by describing the need for an effective method of formative assessment and introduces the CASTLE method. Chapter two describes the relevance of this project by examining the need for a formative assessment model that provides effective and timely feedback. Chapter three explains the purpose and the implementation of the project and probes covering fifteen different chemistry topics usually covered in a first year chemistry course are appended to this document. Chapter four entails a personal reflection describing the impact of this project as it relates to my teaching practice.
Year of Submission
2012
Degree Name
Master of Arts
Department
Science Education Program
Date Original
12-2012
Object Description
1 PDF (iii, 55 pages)
Copyright
©2012 Clinton Fay Schmitz
Language
en
File Format
application/pdf
Recommended Citation
Schmitz, Clinton Fay, "Formative Assessment in the High School Chemistry Classroom" (2012). Graduate Research Papers. 4608.
https://scholarworks.uni.edu/grp/4608
Comments
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