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

About the Book

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.

Table of Contents:
Preface Acknowledgments 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 52. RERUN 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 References Index

About the Author :
Page is a prolific author of over twenty national best-selling and award-winning books, including twelve books in the Uncovering Student Ideas in Science series, four books in the first edition Curriculum Topic Study series, and four books in the Science and Mathematics Formative Assessment- Practical Strategies for Linking Assessment, Instruction, and Learning series. Several of her books have received prestigious awards in educational publishing.  She has authored numerous journal articles and contributed to several book chapters. She is a frequent invited speaker at regional, national, and international conferences on the topic of formative assessment in science, understanding students’ (and teachers’) thinking, and teaching for conceptual understanding. Prior to leaving the classroom to work at the Maine Mathematics and Science Alliance in 1996, Page taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level, serving two terms as President of the Maine Science Teachers Association and NSTA District II Director 1995-1998 and NSTA Executive Board member (prior to the Board and Council restructuring in 1997). She received the Presidential Award for Excellence in Secondary Science Teaching in 1992 and the Milken National Distinguished Educator Award in 1993. Since leaving the classroom in 1996, her work in leadership and professional development has been nationally recognized.  In 2008 she was elected the 63rd President of the National Science Teachers Association (NSTA), the world′s largest organization of K-12, university, and informal science educators. In 2009 she received the National Staff Development Council’s (now Learning Forward) . In 2013 she received the Outstanding Leadership in Science Education award from the National Science Education Leadership Association (NSELA) and in 2018, The Distinguished Service to Science Education Award from NSTA.  She has served as an adjunct instructor at the University of Maine, was a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, was a science literacy leader for the AAAS/Project 2061 Professional Development Program, and served on several national advisory boards. She has a strong interest in global science education and has led science/STEM education delegations to South Africa (2009), China (2010), India (2012), Cuba (2014), Iceland (2017), Panama (2018), and Costa Rica (2019). Prior to entering the teaching profession, Page was a research assistant for immunogeneticist, Dr. Leonard Shultz, at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences/pre-veterinary studies from the University of New Hampshire and her Masters degree in Science Education from the University of Maine. In her spare time she enjoys travel, reading, photography, fiber art, and dabbles in modernist cooking and culinary art. A Maine resident for almost 40 years, Page and her husband currently reside in Fort Myers, FL and Wickford, RI. Page can be contacted at pagekeeley@gmail.com or through her web site at www.uncoveringstudentideas.org