Deepen scientific understanding with formative assessment!
Only by knowing what your students are thinking can you design learning opportunities that deepen content mastery and meet their individual needs. In this highly engaging resource, internationally respected expert Page Keeley shares 50 new techniques to pinpoint student understanding before, during, and after instruction. In addition to promoting best practices in the classroom, the techniques shared here support learning and link instruction to the Next Generation Science Standards. These flexible assessments can be used with any science curriculum, along with
- Practical strategies for using the techniques throughout the instruction cycle
- Considerations for implementation and suggestions for modification
- An explanation of how each technique promotes learning
- Examples of how the techniques can be used in different content areas
An expert in the field of K-12 science education, Page Keeley is the former president of the National Science Teachers Association, a current Board Member of the National Science Education Leadership Association, and has seventeen best-selling books.
‘Science Formative Assessment, Volume 2 contains a wealth of tools that encourage students to engage in practices such as scientific argumentation and discourse. By emphasizing the alignment of the FACT with Science and Engineering Practices, Keeley provides multiple ways for teachers to monitor more than the disciplinary core ideas being taught.’
— Susan German, Science Teacher
Hallsville R-IV School District, MO
‘Teachers everywhere are spending a lot of time and energy looking for ways to increase student achievement. Well, the answer is not a big secret, nor is it expensive. Fortunately, Page Keeley has an answer. Improved performance lies in using formative assessments as an integral aspect of a lesson. In this book, Keeley shows how 50 formative assessments can lead to greater student success in science.’
—Douglas Llewellyn, Professor
St. John Fisher College, Rochester, NY
Other Books from Corwin and Page Keeley:
Inhoudsopgave
Preface
Acknowledgments
About the Author
Chapter 1. An Introduction to 50 More Formative Assessment Classroom Techniques (FACTs)
Classroom Snapshot of Formative Assessment in Practice
Why 50 More FACTs?
Elicitation FACTs
Supporting Productive Science Talk
Next Steps
Chapter 2. Formative Assessment and Standards
FACTs and Core Disciplinary Content
FACTs and Scientific and Engineering Practices
Chapter 3. Get the FACTs! Formative Assessment Classroom Techniques
1. Always, Sometimes, or Never
2. B-D-A (Before–During–After) Drawings
3. C-E-O-SE (Commit–Explain–Observe or Obtain Additional Information–Scientific Explanation)
4. Claim Cards
5. Comments Only
6. Comparison Overlap Probes
7. Concept Attainment Cards
8. Concept Mix-Up Probes
9. Confidence Level Assessment (CLA)
10. Cross-Cutter Cards
11. CSI (Color–Symbol–Image)
12. Diagnostic Collectons
13. Enhanced Multiple Choice
14. Every Graph Tells a Story
15. Everyday Mystery Stories
16. Example, Non-Example
17. Extended Sticky Bars
18. Eye Contact Partners
19. Feed Up, Feedback, and Feed Forward
20. Fingers Under Chin
21. Four Corners Jigsaw
22. Gallery Walk
23. Group Frayer Model
24. Group Talk Feedback
25. Homework Card Sort
26. Hot Seat Questioning
27. I Think–I Rethink
28. Learning Intentions
29. Let′s Keep Thinking
30. Lines of Agreement
31. Magnetic Statements
32. Matching Cards
33. More A–More B Probes
34. Opposing Claims Probes
35. Picture This
36. Plus–Delta
37. PMI (Plus–Minus–Interesting)
38. Ranking Tasks
39. RAQ (Revise, Add, Question) Feedback
40. Reflective Toss
41. Slide Sort
42. Success Indicators
43. Talk Moves
44. TAR (Target, Analogy, Reflection)
45. Thumbs Up, Down, Sideways
46. Traffic Light Sliders
47. Vernacular Probes
48. VDR (Vote, Discuss, Revote)
49. What Did I Learn Today?
50. Word Sort
Appendix: Annotated Resources for Science Formative Assessment
References
Index
Over de auteur
Page is a prolific author of over twenty national best-selling and award-winning books, including twelve books in the Uncovering Student Ideas in Science series, four books in the first edition Curriculum Topic Study series, and four books in the Science and Mathematics Formative Assessment- Practical Strategies for Linking Assessment, Instruction, and Learning series. Several of her books have received prestigious awards in educational publishing. She has authored numerous journal articles and contributed to several book chapters. She is a frequent invited speaker at regional, national, and international conferences on the topic of formative assessment in science, understanding students’ (and teachers’) thinking, and teaching for conceptual understanding. Prior to leaving the classroom to work at the Maine Mathematics and Science Alliance in 1996, Page taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level, serving two terms as President of the Maine Science Teachers Association and NSTA District II Director 1995-1998 and NSTA Executive Board member (prior to the Board and Council restructuring in 1997). She received the Presidential Award for Excellence in Secondary Science Teaching in 1992 and the Milken National Distinguished Educator Award in 1993. Since leaving the classroom in 1996, her work in leadership and professional development has been nationally recognized. In 2008 she was elected the 63rd President of the National Science Teachers Association (NSTA), the world′s largest organization of K-12, university, and informal science educators. In 2009 she received the National Staff Development Council’s (now Learning Forward) . In 2013 she received the Outstanding Leadership in Science Education award from the National Science Education Leadership Association (NSELA) and in 2018, The Distinguished Service to Science Education Award from NSTA. She has served as an adjunct instructor at the University of Maine, was a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, was a science literacy leader for the AAAS/Project 2061 Professional Development Program, and served on several national advisory boards. She has a strong interest in global science education and has led science/STEM education delegations to South Africa (2009), China (2010), India (2012), Cuba (2014), Iceland (2017), Panama (2018), and Costa Rica (2019). Prior to entering the teaching profession, Page was a research assistant for immunogeneticist, Dr. Leonard Shultz, at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences/pre-veterinary studies from the University of New Hampshire and her Masters degree in Science Education from the University of Maine. In her spare time she enjoys travel, reading, photography, fiber art, and dabbles in modernist cooking and culinary art. A Maine resident for almost 40 years, Page and her husband currently reside in Fort Myers, FL and Wickford, RI. Page can be contacted at [email protected] or through her web site at www.uncoveringstudentideas.org
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