High school chemistry teachers struggle to use assessment results to inform instruction. In the absence of expert assistance, teachers often look to their peers for guidance and support; however, little is known about the assessment beliefs and practices of high school chemistry teachers or the discourse mechanisms used as teachers support one another. Presented in this paper are the results from analyzing a discussion between five high school chemistry teachers as they generated a set of best practices for inquiry assessments. To analyze the discussion, a novel representation called a discourse map was generated to align the analyses conducted on chemistry teacher discourse as they temporally occurred. Results show the utility of the discourse map for evidencing critical friendship and assessment practices evoked by the teachers during the discussion of best practices. Implications for the structural considerations of materials and chemistry teacher professional development are presented as well as potential future investigations of teacher discourse regarding the use of data to inform instruction.

中文翻译：

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化学批判性友谊：在针对领域的一般性讨论中调查特定于化学的话语，以进行探究评估

高中化学老师努力使用评估结果来指导教学。在没有专家协助的情况下，教师经常会向同伴寻求指导和支持。但是，对于高中化学教师的评估信念和实践，或者作为教师的话语机制相互支持，人们知之甚少。本文介绍的是对五名高中化学老师之间的讨论进行分析后得出的结果，因为他们产生了一套用于探究评估的最佳实践。为了分析讨论，生成了一种新颖的表示形式，称为话语图，以使对化学教师话语进行的分析在时间上发生变化时保持一致。结果表明，话语地图可用于证明教师在讨论最佳做法时所激发的批判性友谊和评估做法。提出了对材料和化学教师专业发展的结构性考虑的含义，以及有关使用数据来指导教学的教师话语的潜在未来调查。