Collaborating on assessments

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Science  12 Sep 2014:
Vol. 345, Issue 6202, pp. 1307-1308
DOI: 10.1126/science.345.6202.1307-h

When teachers collaborate with educational researchers, everyone wins: Teachers focus on their practice and researchers learn about the challenges teachers face. Education reforms require these often separate communities to overlap. Szteinberg et al. merged both groups and tasked them with developing a sequence of knowledge that students are expected to learn in their chemistry class, as well as a way to assess their learning. Participants evaluated their own work, and responses suggest that the approach to merge theory and practice greatly influenced teachers' views of assessment. Specifically, teachers reported a greater value on measuring the substance of their students' thinking and less emphasis on the selection of assessments themselves.

J. Chem. Educ. 10.1021/ed5003042 (2014).

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