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Direct linkAbell, Timothy N.; Sevian, Hannah – Journal of Chemical Education, 2021
Teaching chemistry as a practice rather than as a mere collection of facts demands that teachers modify their practices, particularly their approach to formative assessment (FA). In this study, we investigated how teachers' FA practices changed as a result of their participation in a professional development program designed with a Chemical…
Descriptors: Science Teachers, Formative Evaluation, Faculty Development, Chemistry
