Science Formative Assessment : 75 Practical Strategies for Linking Assessment, Instruction, and Learning
by Page KeeleyFormat: Paperback
Pub. Date: 2008-03-20
Publisher(s): Corwin Pr
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Summary
These 75 specific techniques help K'12 science teachers determine students' understanding of key concepts.
Table of Contents
| Preface | p. ix |
| Acknowledgments | p. xii |
| About the Author | p. xiv |
| An Introduction to Formative Assessment Classroom Techniques (FACTs) | p. 1 |
| What Does a Formative Assessment-Centered Classroom Look Like? | p. 1 |
| Why Use FACTs? | p. 3 |
| How Does Research Support the Use of FACTs? | p. 6 |
| Classroom Environments That Support Formative Assessment | p. 8 |
| Connecting Teaching and Learning | p. 10 |
| Making the Shift to a Formative Assessment-Centered Classroom | p. 11 |
| Integrating FACTs With Instruction and Learning | p. 15 |
| Integrating Assessment and Instruction | p. 15 |
| Assessment That Promotes Thinking and Learning | p. 16 |
| Linking Assessment, Instruction, and Learning: The Science Assessment, Instruction, and Learning Cycle (SAIL Cycle) | p. 18 |
| Stages in the SAIL Cycle | p. 20 |
| Engagement and Readiness | p. 20 |
| Eliciting Prior Knowledge | p. 20 |
| Exploration and Discovery | p. 24 |
| Concept and Skill Development | p. 25 |
| Concept and Skill Transfer | p. 25 |
| Self-Assessment and Reflection | p. 25 |
| Selecting and Using FACTs to Strengthen the Link Between Assessment, Instruction, and Learning | p. 26 |
| Considerations for Selecting, Implementing, and Using Data From FACTs | p. 31 |
| Selecting FACTs | p. 31 |
| Selecting FACTs to Match Learning Goals | p. 31 |
| Selecting FACTs to Match Teaching Goals | p. 32 |
| The Critical Importance of Classroom Context in Selecting FACTs | p. 34 |
| Planning to Use and Implement FACTs | p. 35 |
| Starting Off With Small Steps | p. 37 |
| Maintaining and Extending Implementation | p. 38 |
| Using Data From the FACTs | p. 40 |
| Get the FACTs! 75 Science Formative Assessment Classroom Techniques (FACTs) | p. 45 |
| A&D Statements | p. 48 |
| Agreement Circles | p. 51 |
| Annotated Student Drawings | p. 53 |
| Card Sorts | p. 56 |
| CCC-Collaborative Clued Corrections | p. 59 |
| Chain Notes | p. 62 |
| Commit and Toss | p. 65 |
| Concept Card Mapping | p. 68 |
| Concept Cartoons | p. 71 |
| Data Match | p. 75 |
| Directed Paraphrasing | p. 77 |
| Explanation Analysis | p. 79 |
| Fact First Questioning | p. 83 |
| Familiar Phenomenon Probes | p. 85 |
| First Word-Last Word | p. 88 |
| Fishbowl Think Aloud | p. 91 |
| Fist to Five | p. 93 |
| Focused Listing | p. 95 |
| Four Corners | p. 97 |
| Frayer Model | p. 99 |
| Friendly Talk Probes | p. 102 |
| Give Me Five | p. 104 |
| Guided Reciprocal Peer Questioning | p. 106 |
| Human Scatterplots | p. 109 |
| Informal Student Interviews | p. 111 |
| Interest Scale | p. 115 |
| I Think-We Think | p. 117 |
| I Used to Think ... But Now I Know | p. 119 |
| Juicy Questions | p. 121 |
| Justified List | p. 123 |
| Justified True or False Statements | p. 126 |
| K-W-L Variations | p. 128 |
| Learning Goals Inventory (LGI) | p. 131 |
| Look Back | p. 133 |
| Missed Conception | p. 135 |
| Muddiest Point | p. 138 |
| No-Hands Questioning | p. 140 |
| Odd One Out | p. 142 |
| Paint the Picture | p. 145 |
| Partner Speaks | p. 147 |
| Pass the Question | p. 149 |
| A Picture Tells a Thousand Words | p. 151 |
| P-E-O Probes (Predict, Explain, Observe) | p. 153 |
| POMS-Point of Most Significance | p. 156 |
| Popsicle Stick Questioning | p. 158 |
| Prefacing Explanations | p. 159 |
| PVF-Paired Verbal Fluency | p. 161 |
| Question Generating | p. 163 |
| Recognizing Exceptions | p. 165 |
| Refutations | p. 167 |
| Representation Analysis | p. 169 |
| RERUN | p. 172 |
| Scientists' Ideas Comparison | p. 173 |
| Sequencing | p. 176 |
| Sticky Bars | p. 178 |
| STIP-Scientific Terminology Inventory Probe | p. 180 |
| Student Evaluation of Learning Gains | p. 183 |
| Synectics | p. 186 |
| Ten-Two | p. 188 |
| Thinking Log | p. 189 |
| Think-Pair-Share | p. 192 |
| Thought Experiments | p. 194 |
| Three-Minute Pause | p. 195 |
| Three-Two-One | p. 197 |
| Traffic Light Cards | p. 199 |
| Traffic Light Cups | p. 201 |
| Traffic Light Dots | p. 203 |
| Two-Minute Paper | p. 204 |
| Two or Three Before Me | p. 206 |
| Two Stars and a Wish | p. 207 |
| Two-Thirds Testing | p. 209 |
| Volleyball-Not Ping-Pong! | p. 211 |
| Wait Time Variations | p. 213 |
| What Are You Doing and Why? | p. 216 |
| Whiteboarding | p. 218 |
| Appendix | p. 222 |
| References | p. 225 |
| Index | p. 228 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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