Science Formative Assessment, Volume 1
75 Practical Strategies for Linking Assessment, Instruction, and Learning
Second Edition
Page D. Keeley
- Consultant, Speaker, and Author
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eBook
ISBN:
9781483353838
Available from
January 0001
Paperback
ISBN:
9781483352176
Available from
January 0001
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.
Contents
Preface
Preface
Acknowledgments
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, <i>A Framework for K–12 Science Education</i>, 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
Appendix: Annotated Resources for Science Formative Assessment
References
References
Index
Index
Additional materials
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.
Contents
Preface
Preface
Acknowledgments
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, <i>A Framework for K–12 Science Education</i>, 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
Appendix: Annotated Resources for Science Formative Assessment
References
References
Index
Index
Additional materials
Science Formative Assessment, Volume 1
75 Practical Strategies for Linking Assessment, Instruction, and Learning
September 2015 | 384 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/01/2025 | 9781483352176 | $42.95 |
| Lifetime | 01/01/2025 | 9781483353838 | $39.00 |
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.
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, <i>A Framework for K–12 Science Education</i>, 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