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

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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: 9781412941792
  • Publisher: SAGE Publications
  • Publication date: 3/20/2008
  • Series: Joint Publication
  • Edition description: New Edition
  • Pages: 248
  • Product dimensions: 7.20 (w) x 10.10 (h) x 0.90 (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

About the Author
1. An Introduction to Formative Assessment Classroom Techniques (FACTs)
What Does a Formative Assessment Classroom Look Like?
Why Use Formative Assessment Classroom Techniques (FACTs)?
How Can Research Support the Use of FACTs?
Classroom Environments That Support Formative Assessment
Connecting Teaching and Learning
Making the Shift to a Formative Assessment-Centered Classroom
2. Integrating FACTs With Instruction and Learning
Integrating Assessment and Instruction
Assessment That Promotes Thinking and Learning
Linking Assessment, Instruction, and Learning: The Science Assessment, Instruction, and Learning Cycle (SAIL Cycle)
Stages in the SAIL Cycle
Engagements 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
3. Considerations for Selecting, Planning for, and Implementing FACTs
Selecting FACTs
Selecting FACTs to Match Learning Goals
Selecting FACTS to Match Teaching Goals
The Critical Importance of Context in Selecting FACTs
Implementing FACTs
Starting Off With Small Steps
Maintaining and Extending Implementation
Using Data From the FACTs
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 Correction
#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 Fish Bowl 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 Scatterplots
#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-Conceptions
#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 Explanations
#47 PVF: Paired Verbal Fluency
#48 Question Generating
#49 Recognizing Exceptions
#50 Refutations
#51 Representation Analysis
#52 Rerun
#53 Scientists' Ideas Comparison
#54 Sequencing
#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 of 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
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