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ERIC Number: EJ923494
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1756-1108
Motivations for and Barriers to the Implementation of Diagnostic Assessment Practices--A Case Study
Turner, Monica; VanderHeide, Katie; Fynewever, Herb; Shavelson, Richard J.
Chemistry Education Research and Practice, v12 n2 p142-157 2011
Given the importance of diagnostic assessment as a well-substantiated pedagogical strategy for use at various educational levels from kindergarten to the undergraduate level, we must consider its lack of implementation in the classroom. The implementation gap is especially severe at the tertiary level, with chemistry and other STEM (science, technology, engineering, and math) instruction being no exception. Yet, some tertiary instructors perform diagnostic assessment. How does this happen? What motivates, enables, and sustains these instructors in their implementation of diagnostic assessment? In this study we collect data on the practices of two tertiary chemistry instructors, including classroom observation, artifact collection, and interview. Analysis shows that these instructors employ several techniques that are consistent with the paradigm of research-based diagnostic assessment. Perceived motives behind the use of these techniques, as well as perceived barriers to further implementation of diagnostic techniques are reported and discussed. (Contains 3 tables and 6 figures.)
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: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A