Exploring Undergraduate Students' Abilities to Collect and Interpret Formative Assessment Data

Young Ae Kim, Emily Monroe, Hayley Nielsen, Jonathan Cox, Katelyn M. Southard, Lisa Elfring, Paul Blowers, Vicente Talanquer

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


Formative assessment has been proven to be highly effective in improving student understanding. Nevertheless, many instructors struggle to engage in this practice, particularly when working in large-enrollment classrooms. To facilitate and foster the implementation of formative assessment in chemistry courses, undergraduate students at our institution have been trained to gather and analyze formative assessment data in real time in different classrooms. These "Learning Researchers"generate written reports that instructors use to inform their practice. In this article, we characterize what learning researchers involved in this project tended to notice in their observations and the nature of the interpretations that they built. The findings of our qualitative study provide insights into the affordances and potential constraints of using undergraduate students to collect and interpret formative assessment data to inform instructional practices in large-classroom environments.

Original languageEnglish (US)
Pages (from-to)4245-4254
Number of pages10
JournalJournal of Chemical Education
Issue number12
StatePublished - Dec 8 2020


  • Chemistry Education Research
  • First-Year Undergraduate/General
  • Testing/Assessment

ASJC Scopus subject areas

  • General Chemistry
  • Education


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