NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1136469
Record Type: Journal
Publication Date: 2017-Mar
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0021-9584
Development of the Connected Chemistry as Formative Assessment Pedagogy for High School Chemistry Teaching
Park, Mihwa; Liu, Xiufeng; Waight, Noemi
Journal of Chemical Education, v94 n3 p273-281 Mar 2017
This paper describes the development of Connected Chemistry as Formative Assessment (CCFA) pedagogy, which integrates three promising teaching and learning approaches, computer models, formative assessments, and learning progressions, to promote student understanding in chemistry. CCFA supports student learning in making connections among the three domains of chemistry: the macroscopic; the submicroscopic; and the representational. There were 10 sets of computer models and computer-model-based formative assessment tests developed for 10 chemistry topics to enhance student understanding of matter and energy, and models. This article reports the development process of CCFA and evidence supporting the reliability and validity of measures of the formative assessment tests in CCFA based on the Rasch measurement application.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL0918295