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Science Formative Assessment, Volume 1

75 Practical Strategies for Linking Assessment, Instruction, and Learning

Second Edition
By: Page D. Keeley

A Joint Publication With the National Science Teachers Association

Discover 75 assessment techniques linked to the Next Generation Science Standards that take students from their current understanding of science to mastery of scientific ideas.

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Product Details

Grade Level: PreK-12
ISBN: 9781483352176
Published By: Corwin
Year: 2015
Page Count: 384
Publication date: October 30, 2015

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Description

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.

Author(s)

Page D. Keeley

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

Table of Contents

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

Other Titles in: Science | Formative Assessment | Teaching Methods & Learning Styles

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