Babinčáková Mária, Ganajová Mária, Bernard Paweł
Pavol Jozef Šafárik University in Košice, Lifelong Learning Centre and Project Support, Šrobárova 2, Košice 041 80, Slovakia.
Jagiellonian University, Faculty of Chemistry, Department of Chemical Education, Gronostajowa Str. 2, Kraków 30-387, Poland.
J Chem Educ. 2023 Aug 25;100(9):3276-3290. doi: 10.1021/acs.jchemed.3c00591. eCollection 2023 Sep 12.
This paper presents teachers' perspectives and experiences with the implementation of formative assessment (FA) into chemistry lessons at the secondary school level through Formative Assessment Classroom Techniques (FACTs). The research had a qualitative character and was based on semistructured interviews focused on: the definition and previous use of FA, implementation experience, and teachers' beliefs, attitudes, and abilities. The research describes five cases-chemistry teachers participating in a professional development program. The 2 year-long training was focused on the theory of FA, practical exercises, and extended support during in-school FACTs implementation. The results showed that using FACTs during secondary school chemistry lessons emphasizes students' strengths and weaknesses, encourages them to perform truthful self-assessments, and engages them. Moreover, using FACTs opens new areas for parents' involvement in the assessment and learning process that can be especially valuable for students with special educational needs. The main challenges cited by teachers were time management, policy support, and the need for further assistance during FACTs implementation.
本文介绍了教师通过形成性评估课堂技术（FACTs）在中学化学课中实施形成性评估（FA）的观点和经验。该研究具有质性特征，基于半结构化访谈，重点关注：FA的定义和先前使用情况、实施经验以及教师的信念、态度和能力。该研究描述了五个案例——参与专业发展项目的化学教师。为期两年的培训重点是FA理论、实践练习以及在校内实施FACTs期间的扩展支持。结果表明，在中学化学课中使用FACTs突出了学生的优点和不足，鼓励他们进行真实的自我评估，并使他们积极参与。此外，使用FACTs为家长参与评估和学习过程开辟了新领域，这对有特殊教育需求的学生可能特别有价值。教师提到的主要挑战是时间管理、政策支持以及在实施FACTs期间需要进一步的帮助。
