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ERIC Number: EJ1049892
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: EISSN-1756-1108
Guiding Teaching with Assessments: High School Chemistry Teachers' Use of Data-Driven Inquiry
Harshman, Jordan; Yezierski, Ellen
Chemistry Education Research and Practice, v16 n1 p 93-103 2015
Data-driven inquiry (DDI) is the process by which teachers design and implement classroom assessments and use student results to inform/adjust teaching. Although much has been written about DDI, few details exist about how teachers conduct this process on a day-to-day basis in any specific subject area, let alone chemistry. Nineteen high school chemistry teachers participated in semi-structured interviews regarding how they used assessments to inform teaching. Results are reported for each step in the DDI process. Goals: there was a lack in specificity of learning and instructional goals and goals stated were not conducive to informing instruction. Evidence: at least once, all teachers determined student learning based solely on scores and/or subscores, suggesting an over-reliance on these measures. Conclusions: many teachers claimed that students either did or did not "understand" a topic, but the teachers did not adequately describe what this means. Actions: very few teachers listed a specific action as a result of analyzing student data, while the majority gave multiple broad pedagogical strategies to address content deficiencies. The results of this study show the limitations of teachers' DDI practices and inform how professional development on DDI should have a finer grain size and be based in disciplinary content.
Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A