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

ISBN-10: 1412941806
ISBN-13: 9781412941808
Edition: 2008
Authors: Page Keeley
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Description: "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." Beverly Cox, Elementary Science  More...

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Book details

List price: $36.95
Copyright year: 2008
Publisher: Corwin Press
Publication date: 3/20/2008
Binding: Paperback
Pages: 248
Size: 7.00" wide x 9.75" long x 0.75" tall
Weight: 1.320
Language: English

"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." Beverly Cox, Elementary Science Coordinator Orange County Public Schools, Orlando, FL Use assessment to inform instruction and learning in the science classroom! 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 science teachers in Grades K12 provide effective 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 different types of students or purposes 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.

Page Keeley is the senior science program director at the Maine Mathematics and Science Alliance (MMSA). She directs projects in the areas of leadership, professional development, standards and research on learning, formative assessment, and mentoring and coaching, and consults with school districts and organizations nationally. She has been the principal investigator on three NSF-funded projects: the Northern New England Co-Mentoring Network, a school-based mentoring program that supported science and mathematics professional learning communities for middle and high school mentors and new teachers; Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Cognitive Research; and PRISMS- Phenomena and Representations for Instruction of Science in Middle School, a National Digital Library collection of Web resources aligned to standards and reviewed for instructional quality. In addition she is a co-PI on two statewide projects: Science Content, Conceptual Change, and Collaboration (SC4), a state MSP focused on conceptual change teaching in the physical sciences for K8 teachers and a National SemiConductor Foundation grant on Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley is the author of ten nationally published books, including four books in the Curriculum Topic Study series (Corwin Press), four volumes in the Uncovering Student Ideas in Science: 25 Formative Assessment Probes series (NSTA Press), Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning (Corwin and NSTA Press), and Mathematics Formative Assessment: 50 Practical Strategies for Linking Assessment, Instruction, and Learning (in press).Keeley taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level. She received the Presidential Award for excellence in Secondary Science Teaching in 1992 and the Milken National Educator Award in 1993. She has served as an adjunct instructor at the University of Maine, is a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, served as a science literacy leader for the AAAS/Project 2061 Professional Development Program, and has served on several national advisory boards. She is a frequent speaker at national conferences and served as the 63rd President of the National Science Teachers Association (NSTA) for the 2008-09 term.

Preface
Acknowledgments
About the Author
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
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
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
Get the FACTs! 75 Science Formative Assessment Classroom Techniques (FACTs)
A&D Statements
Agreement Circles
Annotated Student Drawings
Card Sorts
CCC: Collaborative Clued Correction
Chain Notes
Commit and Toss
Concept Card Mapping
Concept Cartoons
Data Match
Directed Paraphrasing
Explanation Analysis
Fact First Questioning
Familiar Phenomenon Probes
First Word-Last Word
Fish Bowl Think Aloud
Fist to Five
Focused Listing
Four Corners
Frayer Model
Friendly Talk Probes
Give Me Five
Guided Reciprocal Peer Questioning
Human Scatterplots
Informal Student Interviews
Interest Scale
I Think, We Think
I Used to Think...But Now I Know
Juicy Questions
Justified List
Justified True or False Statements
K-W-L Variations
Learning Goals Inventory (LGI)
Look Back
Missed-Conceptions
Muddiest Point
No Hands Questioning
Odd One Out
Paint the Picture
Partner Speaks
Pass the Question
A Picture Tells a Thousand Words
P-E-O Probes (Predict, Explain, Observe)
POMS- Point Of Most Significance
Popsicle Stick Questioning
Prefacing Explanations
PVF: Paired Verbal Fluency
Question Generating
Recognizing Exceptions
Refutations
Representation Analysis
Rerun
Scientists' Ideas Comparison
Sequencing
Sticky Bars
STIP: Scientific Terminology Inventory Probe
Student Evaluation of Learning Gains
Synectics
Ten-Two
Thinking Log
Think-Pair-Share
Thought Experiments
Three Minute Pause
Three-Two-One
Traffic Light Cards
Traffic Light Cups
Traffic Light Dots
Two Minute Paper
Two of Three Before Me
Two Stars and a Wish
Two-Thirds Testing
Volleyball, Not Ping Pong!
Wait Time Variations
What Are You Doing and Why?
Whiteboarding
Appendix
References
Index

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