The programme for professional development of chemistry teachers’ assessment competency
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The aim of this paper is to investigate the effects of the programme for professional development of chemistry teachers on their competencies for conducting formative and summative assessment in chemistry teaching. The programme participants were 30 chemistry teachers from primary and secondary schools. Data were collected using a questionnaire at the beginning and at the end of the programme implementation. The programme included four workshops with the same structure: the introduction, group work and the discussion of the results obtained through group work. The workshops focused on: i) the assessment as a support for chemistry learning; ii) the harmonization of teaching and learning activities, formative and summative assessment, feedback from formative assessment and the criteria used to evaluate students in summative assessment; iii) the evaluation of the validity of tasks used for formative and summative assessment according to the curricula aims and the educational standards; iv...) designing tasks for monitoring students’ progress towards certain educational standards. Teachers’ responses show the impact of the programme for the development of their competencies for assessment, particularly regarding formative and summative assessment and designing various kinds of assessment in accordance with the achievement standards.
Keywords:
in-service teacher training / formative evaluation / summative evaluationSource:
Journal of the Serbian Chemical Society, 2021, 86, 10, 997-1010Publisher:
- Serbian Chemical Society
Funding / projects:
DOI: 10.2298/JSC210710052T
ISSN: 0352-5139
WoS: 000701832600008
Scopus: 2-s2.0-85118805448
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Hemijski fakultet / Faculty of ChemistryTY - JOUR AU - Tomašević, Biljana AU - Trivić, Dragica AU - Milanović, Vesna D. AU - Ralević, Lidija PY - 2021 UR - http://cherry.chem.bg.ac.rs/handle/123456789/4786 AB - The aim of this paper is to investigate the effects of the programme for professional development of chemistry teachers on their competencies for conducting formative and summative assessment in chemistry teaching. The programme participants were 30 chemistry teachers from primary and secondary schools. Data were collected using a questionnaire at the beginning and at the end of the programme implementation. The programme included four workshops with the same structure: the introduction, group work and the discussion of the results obtained through group work. The workshops focused on: i) the assessment as a support for chemistry learning; ii) the harmonization of teaching and learning activities, formative and summative assessment, feedback from formative assessment and the criteria used to evaluate students in summative assessment; iii) the evaluation of the validity of tasks used for formative and summative assessment according to the curricula aims and the educational standards; iv) designing tasks for monitoring students’ progress towards certain educational standards. Teachers’ responses show the impact of the programme for the development of their competencies for assessment, particularly regarding formative and summative assessment and designing various kinds of assessment in accordance with the achievement standards. PB - Serbian Chemical Society T2 - Journal of the Serbian Chemical Society T1 - The programme for professional development of chemistry teachers’ assessment competency VL - 86 IS - 10 SP - 997 EP - 1010 DO - 10.2298/JSC210710052T ER -
@article{ author = "Tomašević, Biljana and Trivić, Dragica and Milanović, Vesna D. and Ralević, Lidija", year = "2021", abstract = "The aim of this paper is to investigate the effects of the programme for professional development of chemistry teachers on their competencies for conducting formative and summative assessment in chemistry teaching. The programme participants were 30 chemistry teachers from primary and secondary schools. Data were collected using a questionnaire at the beginning and at the end of the programme implementation. The programme included four workshops with the same structure: the introduction, group work and the discussion of the results obtained through group work. The workshops focused on: i) the assessment as a support for chemistry learning; ii) the harmonization of teaching and learning activities, formative and summative assessment, feedback from formative assessment and the criteria used to evaluate students in summative assessment; iii) the evaluation of the validity of tasks used for formative and summative assessment according to the curricula aims and the educational standards; iv) designing tasks for monitoring students’ progress towards certain educational standards. Teachers’ responses show the impact of the programme for the development of their competencies for assessment, particularly regarding formative and summative assessment and designing various kinds of assessment in accordance with the achievement standards.", publisher = "Serbian Chemical Society", journal = "Journal of the Serbian Chemical Society", title = "The programme for professional development of chemistry teachers’ assessment competency", volume = "86", number = "10", pages = "997-1010", doi = "10.2298/JSC210710052T" }
Tomašević, B., Trivić, D., Milanović, V. D.,& Ralević, L.. (2021). The programme for professional development of chemistry teachers’ assessment competency. in Journal of the Serbian Chemical Society Serbian Chemical Society., 86(10), 997-1010. https://doi.org/10.2298/JSC210710052T
Tomašević B, Trivić D, Milanović VD, Ralević L. The programme for professional development of chemistry teachers’ assessment competency. in Journal of the Serbian Chemical Society. 2021;86(10):997-1010. doi:10.2298/JSC210710052T .
Tomašević, Biljana, Trivić, Dragica, Milanović, Vesna D., Ralević, Lidija, "The programme for professional development of chemistry teachers’ assessment competency" in Journal of the Serbian Chemical Society, 86, no. 10 (2021):997-1010, https://doi.org/10.2298/JSC210710052T . .