Introduction of Formative Assessment Classroom Techniques (FACTs) to School Chemistry Teaching: Teachers' Attitudes, Beliefs, and Experiences.

ABSTRACT: 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 weaknes

SUBMITTER: Babincakova M 

PROVIDER: S-EPMC10501440 | biostudies-literature | 2023 Sep

REPOSITORIES: biostudies-literature