000			02135nam a22002057a 4500
005			20240116142500.0
008			240116b ||||| |||| 00| 0 eng d
022			_a0021-9584
100			_aBabinčáková, Mária
245			_aIntroduction of Formative Assessment Classroom Techniques (FACTs) to School Chemistry Teaching _b: Teachers’ Attitudes, Beliefs, and Experiences (Journal Article)
260			_aWashington DC _b: American Chemical Society _c, 2023
300			_a3276–3290p.
440			_aJournal of Chemical Society _v, Volume 100: Number 9, September 2023
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: 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 weaknesses, encourages them to perform truthful self-assessments, and engages them. Moreover, using FACTs opens new areas for parents’ involvement in the assessment and learning process that can be especially valuable for students with special educational needs. The main challenges cited by teachers were time management, policy support, and the need for further assistance during FACTs implementation.
650			_aMiddle School Science| Continuing Education| Curriculum| Testing/Assessment| Chemical Education Research
700			_aGanajová, Mária | Bernard, Paweł
856			_uhttps://doi.org/10.1021/acs.jchemed.3c00591
942			_cPER
999			_c45258 _d45257