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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


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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