The programme for professional development of chemistry teachers’ assessment competency

The aim of this paper is to investigate the effects programme for professional development chemistry teachers on their competencies conducting formative and summative assessment in teaching. participants were 30 from primary secondary schools. Data collected using a questionnaire at beginning end implementation. included four workshops with same structure: introduction, group work discussion results obtained through work. focused on: i) as support learning; ii) harmonization teaching learning activities, assessment, feedback criteria used evaluate students assessment; iii) evaluation validity tasks according curricula aims educational standards; iv) designing monitoring students? progress towards certain standards. Teachers? responses show impact particularly regarding various kinds accordance achievement