Formative and summative assessment in the programme for professional development of chemistry teachers

Assessment as the important part of process of teaching and learning was the central theme of the two-day programme for professional development of chemistry teachers that was realized by the Serbian Chemical Society and the Faculty of Chemistry University of Belgrade. In 2016 the programme encompassed 30 chemistry teachers from primary and secondary schools. At the beginning we collected the data from the participants about their attitudes towards assessment and their usual practice by the questionnaire and group interviews (focus group interviews). During the two days four workshops were organized. The structure of each workshop was the same and they included the introduction, group work and discussion of results of the work in groups. The first workshop was dedicated to the assessment as a support for chemistry learning. The second workshop was dedicated to the issue of how to harmonize the teaching and learning activities, formative and summative assessment, feedback from formative assessment and the criteria by which students are evaluated in the summative assessment. In the framework of the third workshop participants in groups estimated the validity of certain tasks for formative and summative assessment according to the curricula aims and the educational standards. In the fourth workshop the participants developed the tasks for monitoring students’ progress towards certain educational standards. The results of questionnaire and group interviews and the products of chemistry teachers’ work in groups will be presented at the Conference