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Science Formative Assessment, Volume 1

Science Formative Assessment, Volume 1
75 Practical Strategies for Linking Assessment, Instruction, and Learning

Second Edition

A Joint Publication With the National Science Teachers Association

October 2015 | 384 pages | Corwin

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.

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

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ISBN: 9781483352176