Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning / Edition 1

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Overview

Formative assessment allows educators to discover the varied ideas that students bring to the classroom, determine students' understanding of key concepts, and design learning opportunities that will deepen students' mastery of content and standards. A nationally known expert in science education, Page Keeley provides a rich repertoire of purposeful methods that weave assessment into the process of instruction and learning.

The author shares 75 specific assessment techniques to help teachers in Grades K-12 provide effective science instruction. These flexible assessments can be used with any science curriculum, and the author includes A description of how each technique promotes student learning, Considerations for design and implementation, such as required materials, timing, modeling the technique, and grouping students, Modifications for various instructional needs, Caveats for using each technique, Ways the techniques can be used in other content areas.

Science Formative Assessment promotes best practices in the science classroom and helps teachers expand their tool kit of proven assessment techniques.

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Editorial Reviews

Beverly Cox
"Page Keeley does it again! This book should be on the desk of all classroom teachers. Teachers will reach for it time and again as they use best practices that include appropriate formative assessment strategies. "
Susan German
"After years ofstruggling with 'Do they get it?' I can now teach and check for student comprehension in an engaging manner.This book allows me tomonitor their understanding without waiting for quiz or test results. "
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Product Details

  • ISBN-13: 9781412941808
  • Publisher: SAGE Publications
  • Publication date: 3/20/2008
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 248
  • Sales rank: 93,706
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.80 (d)

Meet the Author

Consulting Description

Page Keeley recently retired from the Maine Mathematics and Science Alliance (MMSA) where she was the Senior Science Program Director for 16 years, directing projects and developing resources in the areas of leadership, professional development, linking standards and research on learning, formative assessment, and mentoring and coaching. She has been the PI and Project Director of 3 National Science Foundation-funded projects including the Northern New England Co-Mentoring Network, PRISMS: Phenomena and Representations for Instruction of Science in Middle School, and Curriculum Topic Study: A Systematic Approach to Utilizing National Standards and Cognitive Research. In addition to NSF projects, she has directed state MSP projects including TIES K-12: Teachers Integrating Engineering into Science K-12 and a National Semi-Conductor Foundation grant, Linking Science, Inquiry, and Language Literacy (L-SILL). She also founded and directed the Maine Governor’s Academy for Science and Mathematics Education Leadership, a replication of the National Academy for Science Education Leadership of which she is a Fellow.

Page is the author of 14 national bestselling books, including four books in the Curriculum Topic Study series, 8 volumes in the Uncovering Student Ideas in Science series, and a science and a mathematics version of Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning. She has also authored over 30 journal articles and is a regular contributor to a formative assessment column in Science and Children. Currently she provides consulting services to school districts and organizations throughout the U.S. on building teachers’ and school districts’ capacity to use diagnostic and formative assessment and teaching for conceptual understanding. She is a frequent invited speaker on formative assessment in science and mathematics and conceptual change.

Page taught middle and high school science for 15 years before leaving the classroom in 1996. At that time she was an active teacher leader at the state and national level. She served two terms as President of the Maine Science Teachers Association and District II Director of the National Science Teachers Association (NSTA). She received the Presidential Award for Excellence in Secondary Science Teaching in 1992, the Milken National Distinguished Educator Award in 1993, the AT&T Maine Governor’s Fellow in 1994, the National Staff Development Council’s (now Learning Forward) Susan Loucks-Horsley Award for Leadership in Science and Mathematics Professional Development in 2009, and the National Science Education Leadership Association’s (NSELA) Outstanding Leadership in Science Education Award in 2013. She has served as an adjunct instructor at the University of Maine, was a science literacy leader for the AAAS/Project 2061 Professional Development Program, and currently serves on several national advisory boards. She is a science education delegation leader for the People to People Citizen Ambassador Professional Programs, leading the South Africa trip in 2009, China in 2010, and India in 2011.

Prior to teaching, she was a research assistant in immunology at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences from the University of New Hampshire and a Master in Science Education from the University of Maine. In 2008 Page was elected the 63rd President of NSTA.

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Table of Contents

1 An Introduction to Formative Assessment Classroom Techniques (FACTs) 1

2 Integrating FACTs With Instruction and Learning 15

3 Considerations for Selecting, Implementing, and Using Data From FACTs 31

4 Get the FACTs! 75 Science Formative Assessment Classroom Techniques (FACTs) 45

Appendix 222

References 225

Index 228

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Sort by: Showing all of 3 Customer Reviews
  • Posted March 23, 2009

    Great for High School

    Our entire science department was provided copies of this book to use in our Professional Learning Teams. I skipped most of the beginning info. and went right to the different assessments. Many are great ideas, and can easily be modified for the high school classroom since we all teach different classes. A few of the examples were a bit sketchy and took some collaboration to figure out how to use them. Considering the buzz words in science are formative and summative assessments, this clearly covers the formative piece. A great resource for high school science teachers.

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    Posted August 1, 2011

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    Posted May 20, 2010

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