Newly Updated! Deepen students’ science knowledge through formative assessment.
Formative assessment informs the design of learning opportunities that take students from their existing ideas of science to the scientific ideas and practices that support conceptual understanding. Page Keeley, a nationally known expert in science education, wrote Science Formative Assessment to help educators weave formative assessment into daily instruction and learning. In the second edition, the author provides many new examples, links the strategies to current research as well as the Framework for K-12 Science Education and Next Generation Science Standards, and even shows how these same techniques can be used across other disciplines.
Teachers will appreciate 75 formative assessment classroom techniques (FACTs) that include:
- Descriptions of how each FACT promotes learning and informs instruction
- Charts linking K-12 core concepts and scientific practices to the 75 FACTs
- Implementation guidance, such as required materials and student grouping
- Modifications for different learners and grade spans
- Links to use in other content areas, including a brief example
Use Science Formative Assessment with any science curriculum or state standards to improve and enhance teaching and learning in K-12 science classrooms.
İçerik tablosu
Preface
Acknowledgments
About the Author
Chapter 1: An Introduction to Formative Assessment Classroom Techniques (FACTs)
What Does a Formative Assessment-Centered Classroom Look Like?
Why Use FACTs?
How Does Research Support the Use of FACTs?
Classroom Environments That Support Formative Assessment
Connecting Teaching and Learning
Understanding Misconceptions in Science: Misconceptions About Misconceptions
Making the Shift to a Formative Assessment-Centered Classroom
Connections to Current State Standards,
A Framework for K–12 Science Education, Next Generation Science Standards, and Literacy Capacities
Chapter 2: Connecting FACTs to Instruction and Learning
Integrating Assessment and Instruction
Assessment That Promotes Thinking and Learning
Linking Assessment, Instruction, and Learning: The Science Assessment, Instruction, and Learning (SAIL) Cycle
Stages in the SAIL Cycle
Engagement and Readiness
Eliciting Prior Knowledge
Exploration and Discovery
Concept and Skill Development
Concept and Skill Transfer
Self-Assessment and Reflection
Selecting and Using FACTs to Strengthen the Link Between Assessment, Instruction, and Learning
Chapter 3: Considerations for Selecting, Implementing, and Using Data From FACTs
Selecting FACTs
Selecting FACTs to Match Learning Goals and Standards
FACTs and Core Disciplinary Content
FACTs and the Scientific and Engineering Practices
Selecting FACTs to Match Teaching Goals
The Critical Importance of Classroom Context in Selecting FACTs
Planning to Use and Implement FACTs
Starting Off With Small Steps
Maintaining and Extending Implementation
25 Way to Lead Learning About Formative Assessment
Using Data From the FACTs
Chapter 4: Get the FACTs! 75 Science Formative Assessment Classroom Techniques (FACTs)
1. A&D Statements
2. Agreement Circles
3. Annotated Student Drawings
4. Card Sorts
5. CCC—Collaborative Clued Corrections
6. Chain Notes
7. Commit and Toss
8. Concept Card Mapping
9. Concept Cartoons
10. Data Match
11. Directed Paraphrasing
12. Explanation Analysis
13. Fact First Questioning
14. Familiar Phenomenon Probes
15. First Word–Last Word
16. Fishbowl Think Aloud
17. Fist to Five
18. Focused Listing
19. Four Corners
20. Frayer Model
21. Friendly Talk Probes
22. Give Me Five
23. Guided Reciprocal Peer Questioning
24. Human Scattergraph
25. Informal Student Interviews
26. Interest Scale
27. I Think–We Think
28. I Used to Think . . . But Now I Know
29. Juicy Questions
30. Justified List
31. Justified True or False Statements
32. K-W-L Variations
33. Learning Goals Inventory (LGI)
34. Look Back
35. Missed Conception
36. Muddiest Point
37. No-Hands Questioning
38. Odd One Out
39. Paint the Picture
40. Partner Speaks
41. Pass the Question
42. A Picture Tells a Thousand Words
43. P-E-O Probes (Predict, Explain, Observe)
44. POMS—Point of Most Significance
45. Popsicle Stick Questioning
46. Prefacing
47. PVF—Paired Verbal Fluency
48. Question Generating
49. Recognizing Exceptions
50. Refutations
51. Representation Analysis
52. RERUN
53. Scientists’ Ideas Comparison
54. Sequencing Cards
55. Sticky Bars
56. STIP—Scientific Terminology Inventory Probe
57. Student Evaluation of Learning Gains
58. Synectics
59. Ten-Two
60. Thinking Log
61. Think-Pair-Share
62. Thought Experiments
63. Three-Minute Pause
64. Three-Two-One
65. Traffic Light Cards
66. Traffic Light Cups
67. Traffic Light Dots
68. Two-Minute Paper
69. Two or Three Before Me
70. Two Stars and a Wish
71. Two-Thirds Testing
72. Volleyball—Not Ping-Pong!
73. Wait Time Variations
74. What Are You Doing and Why?
75. Whiteboarding
Appendix: Annotated Resources for Science Formative Assessment
References
Index
Yazar hakkında
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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