Science Formative Assessment
75 Practical Strategies for Linking Assessment, Instruction, and Learning
1st Edition
Published on 4. June 2008
Book
Hardback
248 pages
978-1-4129-4179-2 (ISBN)
Description
This essential resource provides primary and secondary teachers with 75 user-friendly strategies for using formative assessment to enhance science teaching and learning. The author addresses how to balance opportunity to learn with assessment of learning and describes a rich repertoire of purposeful methods that weave assessment throughout teaching and learning. The book provides guidelines to help teachers become more aware of the different ideas students bring to their learning, see the connections between learners' thinking and the specific ideas included in standards, and provide learning experiences that build a bridge between students' thinking and accepted scientific ideas
Reviews / Votes
"Page Keeley does it again! This book should be on the desk of all classroom teachers. Teachers will reach for it time and again as they use best practices that include appropriate formative assessment strategies." -- Beverly Cox, Elementary Science Coordinator "After years of struggling with 'Do they get it?' I can now teach and check for student comprehension in an engaging manner. This book allows me to monitor their understanding without waiting for quiz or test results." -- Susan German, Science TeacherMore details
Language
English
Place of publication
Thousand Oaks
United States
Publishing group
SAGE Publications Inc
Target group
Professional and scholarly
Dimensions
Height: 254 mm
Width: 178 mm
Weight
681 gr
ISBN-13
978-1-4129-4179-2 (9781412941792)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Person
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 pagekeeley@gmail.com or through her web site at www.uncoveringstudentideas.org
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 pagekeeley@gmail.com or through her web site at www.uncoveringstudentideas.org
Content
Preface
Acknowledgments
About the Author
1. An Introduction to Formative Assessment Classroom Techniques (FACTs)
What Does a Formative Assessment Classroom Look Like?
Why Use Formative Assessment Classroom Techniques (FACTs)?
How Can Research Support the Use of FACTs?
Classroom Environments That Support Formative Assessment
Connecting Teaching and Learning
Making the Shift to a Formative Assessment-Centered Classroom
2. Integrating FACTs With Instruction and Learning
Integrating Assessment and Instruction
Assessment That Promotes Thinking and Learning
Linking Assessment, Instruction, and Learning: The Science Assessment, Instruction, and Learning Cycle (SAIL Cycle)
Stages in the SAIL Cycle
Engagements 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
3. Considerations for Selecting, Planning for, and Implementing FACTs
Selecting FACTs
Selecting FACTs to Match Learning Goals
Selecting FACTS to Match Teaching Goals
The Critical Importance of Context in Selecting FACTs
Implementing FACTs
Starting Off With Small Steps
Maintaining and Extending Implementation
Using Data From the FACTs
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 Correction
#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 Fish Bowl 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 Scatterplots
#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-Conceptions
#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 Explanations
#47 PVF: Paired Verbal Fluency
#48 Question Generating
#49 Recognizing Exceptions
#50 Refutations
#51 Representation Analysis
#52 Rerun
#53 Scientists' Ideas Comparison
#54 Sequencing
#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 of 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
References
Index
Acknowledgments
About the Author
1. An Introduction to Formative Assessment Classroom Techniques (FACTs)
What Does a Formative Assessment Classroom Look Like?
Why Use Formative Assessment Classroom Techniques (FACTs)?
How Can Research Support the Use of FACTs?
Classroom Environments That Support Formative Assessment
Connecting Teaching and Learning
Making the Shift to a Formative Assessment-Centered Classroom
2. Integrating FACTs With Instruction and Learning
Integrating Assessment and Instruction
Assessment That Promotes Thinking and Learning
Linking Assessment, Instruction, and Learning: The Science Assessment, Instruction, and Learning Cycle (SAIL Cycle)
Stages in the SAIL Cycle
Engagements 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
3. Considerations for Selecting, Planning for, and Implementing FACTs
Selecting FACTs
Selecting FACTs to Match Learning Goals
Selecting FACTS to Match Teaching Goals
The Critical Importance of Context in Selecting FACTs
Implementing FACTs
Starting Off With Small Steps
Maintaining and Extending Implementation
Using Data From the FACTs
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 Correction
#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 Fish Bowl 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 Scatterplots
#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-Conceptions
#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 Explanations
#47 PVF: Paired Verbal Fluency
#48 Question Generating
#49 Recognizing Exceptions
#50 Refutations
#51 Representation Analysis
#52 Rerun
#53 Scientists' Ideas Comparison
#54 Sequencing
#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 of 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
References
Index