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Abstract Title: Using CFAs in inquiry-based middle school science teaching
Abstract: We analyzed common formative assessments (CFAs) administered to middle and high school students across a broad range of science subjects including biology, geology, physics, etc. For the analysis of CFAs, we established a rubric with four defining parameters: reasoning, clarity, analysis, and correctness (1). Teachers worked with PER faculty to improve their teaching methodology and CFAs were used to analyze and quantify changes in student learning across the four rubric parameters that resulted from the intervention.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jennifer Esswein
Tennessee Department of Education
710 James Robertson Parkway
Nashville, TN 37243
Phone: 614-361-7660
Co-Author(s)
and Co-Presenter(s)
Gordon Aubrecht, Department of Physics, Ohio State University
Jessica Creamer, Department of Education Teaching and Learning, Ohio State University
Caryn Palatchi, Department of Physics, Ohio State University
Bill Schmitt, Science Center of Inquiry