Formative Assessment Strategies for Enhanced Learning in Science, K-8
Purchase
Description
"Hammerman focuses on the meaning and centrality of formative assessment, providing insights, examples, and ties to numerous individual initiatives to improve science experiences for students and to inspire better teaching for teachers."
—Robert E. Yager, Professor of Science Education
University of Iowa
"This book addresses the various assessments used in our schools and how they can be approached to improve learning."
—Elizabeth Alvarez, Math and Science Coach
Chicago Public Schools, IL
Use formative assessment to guide successful teaching and learning in science!
Proven to be one of the most powerful tools for promoting effective learning, formative assessment enables teachers to capture evidence of student thinking and learning and use that information to adjust instruction. In this concise resource, science educator Elizabeth Hammerman clearly outlines the formative assessment process and provides practical strategies for embedding assessments into the K–8 standards-based science curriculum.
This research-based book demonstrates how student-centered assessment helps students assume more responsibility for what they learn and how they learn. Teachers can use the various models of formative assessments to monitor student progress and evaluate learning. The author guides readers through discussions, "thought and reflection" activities, analyses of assessment techniques, and applications to classroom practice.
Ideal for teachers and science and curriculum specialists, this user-friendly resource provides all the necessary tools to:
- Assess student understanding using observation checklists, questioning strategies, notebooks, reports, graphic organizers, projects, and performance tasks
- Differentiate science instruction to reach all learners
- Use rubrics as a means of discovering student strengths and weaknesses
- Collect student data to inform instructional decisions
With this easy-to-implement guide, any teacher can effectively use formative assessment strategies to enhance instruction and increase student achievement in science.
Contents
Preface
- The Goals of Formative Assessment Strategies for Enhanced Learning in Science
- Uses for Formative Assessment Strategies for Enhanced Learning in Science
Acknowledgments
Acknowledgments
About the Author
About the Author
Introduction
- Student-Centered Instruction and Assessment
- Changing Practice to Improve Learning
- An Overview of Chapters
- 1. Formative Assessment and Science
- New Ways of Thinking About Assessment
- Goal-Centered Assessment
- Research Support for Formative Assessment
- Creating a Vision for Formative Assessment
- Examining Beliefs and Practices
- Traditional Versus Student-Centered Views of Assessment
- Formative Assessment as "Authentic" Assessment
- Clear Targets for Instruction and Assessment
- 2. Using Rubrics to Guide Learning
- The What and Why of Rubrics
- Holistic Rubrics
- Designing Holistic Rubrics
- Generalized Rubrics
- Examples of Generalized Rubrics
- Analytic Rubrics
- Assessment Tasks With Analytic Rubrics
- Designing Analytic Rubrics
- Rubrics for Self-Assessment and Peer Assessment
- Design a Rubric
- 3. Observation Checklists and Effective Questioning
- Observation Checklists
- Sample Observation Checklists
- Effective Questioning
- Questions for Thinking and Problem Solving
- Questions for Instruction and Assessment
- 4. Notebooks, Reports, and Graphic Organizers
- Notebooks
- Notebooks as Assessment Tools
- Rubric for a Science Notebook
- Lab Reports
- Lab Reports for Learning and Assessment
- Rubric for a Lab Report
- Graphic Organizers
- Descriptive Organizers
- Sequential Organizers
- Process-Casual Organizers
- Categorical Organizers
- Comparison-Related Organizers
- Problem-Solution Organizers
- Four Corner Organizers
- 5. Projects and Presentations
- Learning Through Projects
- Assessing Projects
- Rubric for a Project
- Learning Through Presentations
- Assessing Presentations
- 6. Performance Tasks and Embedded Assessments
- Performance Assessment
- Performance Tasks
- A Generalized Rubric for a Performance Task
- Embedded Assessments
- A Model for Embedded Assessments
- Sample Embedded Performance Task
- Designing Embedded Performance Assessments
- Performance Assessments Following Instruction
- Sample Performance Assessments
- Performance Assessment as Benchmark Assessment
- Characteristics of Benchmark Assessments
- Sample Benchmark Assessment
- 7. Planning and Implementing Formative Assessment
- Characteristics of High-Quality Instruction and Assessment
- Planning Formative Assessment
- A Planning Guide for Formative Assessment
- A Planning Guide for a Unit on Cells
- Using Assessment Data to Modify Instruction
- Project Choices
- Adjusting Assignments
- Stations for Active Learning
- Differentiating Instruction Through Centers
- Creating Contracts
- Formative Assessment and Accountability
References and Further Reading
References and Further Reading
Index
Index
Additional materials
Description
"Hammerman focuses on the meaning and centrality of formative assessment, providing insights, examples, and ties to numerous individual initiatives to improve science experiences for students and to inspire better teaching for teachers."
—Robert E. Yager, Professor of Science Education
University of Iowa
"This book addresses the various assessments used in our schools and how they can be approached to improve learning."
—Elizabeth Alvarez, Math and Science Coach
Chicago Public Schools, IL
Use formative assessment to guide successful teaching and learning in science!
Proven to be one of the most powerful tools for promoting effective learning, formative assessment enables teachers to capture evidence of student thinking and learning and use that information to adjust instruction. In this concise resource, science educator Elizabeth Hammerman clearly outlines the formative assessment process and provides practical strategies for embedding assessments into the K–8 standards-based science curriculum.
This research-based book demonstrates how student-centered assessment helps students assume more responsibility for what they learn and how they learn. Teachers can use the various models of formative assessments to monitor student progress and evaluate learning. The author guides readers through discussions, "thought and reflection" activities, analyses of assessment techniques, and applications to classroom practice.
Ideal for teachers and science and curriculum specialists, this user-friendly resource provides all the necessary tools to:
- Assess student understanding using observation checklists, questioning strategies, notebooks, reports, graphic organizers, projects, and performance tasks
- Differentiate science instruction to reach all learners
- Use rubrics as a means of discovering student strengths and weaknesses
- Collect student data to inform instructional decisions
With this easy-to-implement guide, any teacher can effectively use formative assessment strategies to enhance instruction and increase student achievement in science.
Contents
Preface
- The Goals of Formative Assessment Strategies for Enhanced Learning in Science
- Uses for Formative Assessment Strategies for Enhanced Learning in Science
Acknowledgments
Acknowledgments
About the Author
About the Author
Introduction
- Student-Centered Instruction and Assessment
- Changing Practice to Improve Learning
- An Overview of Chapters
- 1. Formative Assessment and Science
- New Ways of Thinking About Assessment
- Goal-Centered Assessment
- Research Support for Formative Assessment
- Creating a Vision for Formative Assessment
- Examining Beliefs and Practices
- Traditional Versus Student-Centered Views of Assessment
- Formative Assessment as "Authentic" Assessment
- Clear Targets for Instruction and Assessment
- 2. Using Rubrics to Guide Learning
- The What and Why of Rubrics
- Holistic Rubrics
- Designing Holistic Rubrics
- Generalized Rubrics
- Examples of Generalized Rubrics
- Analytic Rubrics
- Assessment Tasks With Analytic Rubrics
- Designing Analytic Rubrics
- Rubrics for Self-Assessment and Peer Assessment
- Design a Rubric
- 3. Observation Checklists and Effective Questioning
- Observation Checklists
- Sample Observation Checklists
- Effective Questioning
- Questions for Thinking and Problem Solving
- Questions for Instruction and Assessment
- 4. Notebooks, Reports, and Graphic Organizers
- Notebooks
- Notebooks as Assessment Tools
- Rubric for a Science Notebook
- Lab Reports
- Lab Reports for Learning and Assessment
- Rubric for a Lab Report
- Graphic Organizers
- Descriptive Organizers
- Sequential Organizers
- Process-Casual Organizers
- Categorical Organizers
- Comparison-Related Organizers
- Problem-Solution Organizers
- Four Corner Organizers
- 5. Projects and Presentations
- Learning Through Projects
- Assessing Projects
- Rubric for a Project
- Learning Through Presentations
- Assessing Presentations
- 6. Performance Tasks and Embedded Assessments
- Performance Assessment
- Performance Tasks
- A Generalized Rubric for a Performance Task
- Embedded Assessments
- A Model for Embedded Assessments
- Sample Embedded Performance Task
- Designing Embedded Performance Assessments
- Performance Assessments Following Instruction
- Sample Performance Assessments
- Performance Assessment as Benchmark Assessment
- Characteristics of Benchmark Assessments
- Sample Benchmark Assessment
- 7. Planning and Implementing Formative Assessment
- Characteristics of High-Quality Instruction and Assessment
- Planning Formative Assessment
- A Planning Guide for Formative Assessment
- A Planning Guide for a Unit on Cells
- Using Assessment Data to Modify Instruction
- Project Choices
- Adjusting Assignments
- Stations for Active Learning
- Differentiating Instruction Through Centers
- Creating Contracts
- Formative Assessment and Accountability
References and Further Reading
References and Further Reading
Index
Index
Additional materials
Reviews
Formative Assessment Strategies for Enhanced Learning in Science, K-8
September 2008 | 144 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781412962971 | $37.95 |
| Lifetime | 01/02/2026 | 9781452280479 | $35.00 |
"Hammerman focuses on the meaning and centrality of formative assessment, providing insights, examples, and ties to numerous individual initiatives to improve science experiences for students and to inspire better teaching for teachers."
—Robert E. Yager, Professor of Science Education
University of Iowa
"This book addresses the various assessments used in our schools and how they can be approached to improve learning."
—Elizabeth Alvarez, Math and Science Coach
Chicago Public Schools, IL
Use formative assessment to guide successful teaching and learning in science!
Proven to be one of the most powerful tools for promoting effective learning, formative assessment enables teachers to capture evidence of student thinking and learning and use that information to adjust instruction. In this concise resource, science educator Elizabeth Hammerman clearly outlines the formative assessment process and provides practical strategies for embedding assessments into the K–8 standards-based science curriculum.
This research-based book demonstrates how student-centered assessment helps students assume more responsibility for what they learn and how they learn. Teachers can use the various models of formative assessments to monitor student progress and evaluate learning. The author guides readers through discussions, "thought and reflection" activities, analyses of assessment techniques, and applications to classroom practice.
Ideal for teachers and science and curriculum specialists, this user-friendly resource provides all the necessary tools to:
- Assess student understanding using observation checklists, questioning strategies, notebooks, reports, graphic organizers, projects, and performance tasks
- Differentiate science instruction to reach all learners
- Use rubrics as a means of discovering student strengths and weaknesses
- Collect student data to inform instructional decisions
With this easy-to-implement guide, any teacher can effectively use formative assessment strategies to enhance instruction and increase student achievement in science.
Table Of Contents:
- Preface
- The Goals of Formative Assessment Strategies for Enhanced Learning in Science
- Uses for Formative Assessment Strategies for Enhanced Learning in Science
- Acknowledgments
- About the Author
- Introduction
- Student-Centered Instruction and Assessment
- Changing Practice to Improve Learning
- An Overview of Chapters
- 1. Formative Assessment and Science
- New Ways of Thinking About Assessment
- Goal-Centered Assessment
- Research Support for Formative Assessment
- Creating a Vision for Formative Assessment
- Examining Beliefs and Practices
- Traditional Versus Student-Centered Views of Assessment
- Formative Assessment as "Authentic" Assessment
- Clear Targets for Instruction and Assessment
- 2. Using Rubrics to Guide Learning
- The What and Why of Rubrics
- Holistic Rubrics
- Designing Holistic Rubrics
- Generalized Rubrics
- Examples of Generalized Rubrics
- Analytic Rubrics
- Assessment Tasks With Analytic Rubrics
- Designing Analytic Rubrics
- Rubrics for Self-Assessment and Peer Assessment
- Design a Rubric
- 3. Observation Checklists and Effective Questioning
- Observation Checklists
- Sample Observation Checklists
- Effective Questioning
- Questions for Thinking and Problem Solving
- Questions for Instruction and Assessment
- 4. Notebooks, Reports, and Graphic Organizers
- Notebooks
- Notebooks as Assessment Tools
- Rubric for a Science Notebook
- Lab Reports
- Lab Reports for Learning and Assessment
- Rubric for a Lab Report
- Graphic Organizers
- Descriptive Organizers
- Sequential Organizers
- Process-Casual Organizers
- Categorical Organizers
- Comparison-Related Organizers
- Problem-Solution Organizers
- Four Corner Organizers
- 5. Projects and Presentations
- Learning Through Projects
- Assessing Projects
- Rubric for a Project
- Learning Through Presentations
- Assessing Presentations
- 6. Performance Tasks and Embedded Assessments
- Performance Assessment
- Performance Tasks
- A Generalized Rubric for a Performance Task
- Embedded Assessments
- A Model for Embedded Assessments
- Sample Embedded Performance Task
- Designing Embedded Performance Assessments
- Performance Assessments Following Instruction
- Sample Performance Assessments
- Performance Assessment as Benchmark Assessment
- Characteristics of Benchmark Assessments
- Sample Benchmark Assessment
- 7. Planning and Implementing Formative Assessment
- Characteristics of High-Quality Instruction and Assessment
- Planning Formative Assessment
- A Planning Guide for Formative Assessment
- A Planning Guide for a Unit on Cells
- Using Assessment Data to Modify Instruction
- Project Choices
- Adjusting Assignments
- Stations for Active Learning
- Differentiating Instruction Through Centers
- Creating Contracts
- Formative Assessment and Accountability
- References and Further Reading
- Index