Formative Assessment Strategies for Enhanced Learning in Science, K-8

This user-friendly resource defines formative assessment and provides strategies for embedding formative assessment into the K-8 science curriculum. Based on the IDEA approach: Introduce, Discuss, Elaborate, and Apply this research-based book guides readers through discussions, 'thought and reflection' activities, analyses of assessment techniques, and applications to classroom practice. Formative Assessment Strategies for Enhanced Learning in Science, K-8 demonstrates how teachers can use various models of formative assessments to instruct, monitor student progress, and evaluate learning, helping to broaden teachers' understanding of assessment and how assessment tools can be used to guide successful standards-based teaching and learning in science. To support teachers' application of formative assessments in the classroom, the author covers: "a framework for planning and implementing high quality instruction and formative assessments "planning guides with examples and suggestions for differentiating instruction "rubrics as a means of discovering student strengths and weaknesses "additional specific tools for collecting student data to inform instructional decisions

Table of Contents:
Preface The Goals of Formative Assessment Strategies for Enhanced Learning in Science Uses for Formative Assessment Strategies for Enhanced Learning in Science Acknowledgments About the Author Introduction Student-Centered Instruction and Assessment Changing Practice to Improve Learning An Overview of Chapters 1. Formative Assessment and Science New Ways of Thinking About Assessment Goal-Centered Assessment Research Support for Formative Assessment Creating a Vision for Formative Assessment Examining Beliefs and Practices Traditional Versus Student-Centered Views of Assessment Formative Assessment as "Authentic" Assessment Clear Targets for Instruction and Assessment 2. Using Rubrics to Guide Learning The What and Why of Rubrics Holistic Rubrics Designing Holistic Rubrics Generalized Rubrics Examples of Generalized Rubrics Analytic Rubrics Assessment Tasks With Analytic Rubrics Designing Analytic Rubrics Rubrics for Self-Assessment and Peer Assessment Design a Rubric 3. Observation Checklists and Effective Questioning Observation Checklists Sample Observation Checklists Effective Questioning Questions for Thinking and Problem Solving Questions for Instruction and Assessment 4. Notebooks, Reports, and Graphic Organizers Notebooks Notebooks as Assessment Tools Rubric for a Science Notebook Lab Reports Lab Reports for Learning and Assessment Rubric for a Lab Report Graphic Organizers Descriptive Organizers Sequential Organizers Process-Casual Organizers Categorical Organizers Comparison-Related Organizers Problem-Solution Organizers Four Corner Organizers 5. Projects and Presentations Learning Through Projects Assessing Projects Rubric for a Project Learning Through Presentations Assessing Presentations 6. Performance Tasks and Embedded Assessments Performance Assessment Performance Tasks A Generalized Rubric for a Performance Task Embedded Assessments A Model for Embedded Assessments Sample Embedded Performance Task Designing Embedded Performance Assessments Performance Assessments Following Instruction Sample Performance Assessments Performance Assessment as Benchmark Assessment Characteristics of Benchmark Assessments Sample Benchmark Assessment 7. Planning and Implementing Formative Assessment Characteristics of High-Quality Instruction and Assessment Planning Formative Assessment A Planning Guide for Formative Assessment A Planning Guide for a Unit on Cells Using Assessment Data to Modify Instruction Project Choices Adjusting Assignments Stations for Active Learning Differentiating Instruction Through Centers Creating Contracts Formative Assessment and Accountability References and Further Reading Index

About the Author :
Elizabeth Hammerman is a dedicated science educator and consultant. Her professional background includes teaching science at the middle school and high school levels and over 20 years of experience teaching university science education courses and co-directing funded grant projects. She has done extensive professional development with teachers in the field, specializing in curriculum development and implementation, performance assessment, and effective teaching and learning. The need for high-quality professional development programs and materials in science education became apparent throughout the many projects and professional relationships with teachers who were eager to increase their knowledge base, skills, and confidence for teaching science more effectively. Hammerman has co-authored a book on performance assessment in science and authored a database of science assessment tasks. She has published articles, presented programs at national conferences, consulted nationally, and developed curriculum and assessments for cutting-edge school districts and commercial products. Since relocating to North Carolina in 1999, Hammerman has been a math/science consultant for a consortium of seven county school systems, has taught undergraduate and graduate courses in teacher education and science education, served as director of education and professional development for Virtual Learning Systems, and worked as a consultant for the North Carolina Department of Public Instruction. She is actively involved in professional development and continues to work on a series of professional development books for science education for Corwin Press.

Review :
"Hammerman focuses on the meaning and centrality of formative assessment, providing insights, examples, and ties to numerous individual initiatives to improve science experiences for students and to inspire better teaching for teachers." "Addresses the various assessments used in our schools, but most importantly how they can be approached to improve learning." "With so many teachers trying to meet the needs of NCLB, using strategies that we find credible and do-able is a major goal. The many good suggestions with reasonable rationale make this a valuable book." "The book fills a gap left open by many teacher credential programs: how to teach and assess science. New and veteran teachers will benefit from the specific examples of assessment strategies given and the prompts to reflect on practice."