The purpose of this symposium is to explore a diverse array of assessment practices that are designed to uncover misconceptions, inform learning, and guide instruction. Recent events and research support the idea that grades are not the most effective form of feedback for students. However, most high school and university chemistry instructors work within a system that requires grades at specific points. Knowing this, we aim to answer two questions:

How can we develop equitable and student-centered assessments that meet the requirements of our schools?

How can we show evidence of student learning with techniques that are based on both student growth and conceptual understanding?

The featured assessment strategies demonstrate a reduction in bias, an increase in student self-efficacy, and/or further ability to differentiate for a wide range of learners. Topics may include but are not limited to the following: student cycles of revision, mastery learning, reassessment, feedback, portfolios, ungrading, conferencing, and student reflection/metacognition.

This symposium will be an opportunity to discuss best practices regarding teaching and learning for those who seek to improve both pedagogy and assessment.