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Preface | |
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Acknowledgments | |
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About the Author | |
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An Introduction to Formative Assessment Classroom Techniques (FACTs) | |
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What Does a Formative Assessment Classroom Look Like? | |
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Why Use Formative Assessment Classroom Techniques (FACTs)? | |
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How Can Research Support the Use of FACTs? | |
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Classroom Environments That Support Formative Assessment | |
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Connecting Teaching and Learning | |
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Making the Shift to a Formative Assessment-Centered Classroom | |
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Integrating FACTs With Instruction and Learning | |
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Integrating Assessment and Instruction | |
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Assessment That Promotes Thinking and Learning | |
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Linking Assessment, Instruction, and Learning: The Science Assessment, Instruction, and Learning Cycle (SAIL Cycle) | |
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Stages in the SAIL Cycle | |
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Engagements and Readiness | |
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Eliciting Prior Knowledge | |
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Exploration and Discovery | |
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Concept and Skill Development | |
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Concept and Skill Transfer | |
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Self-Assessment and Reflection | |
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Selecting and Using FACTs to Strengthen the Link Between Assessment, Instruction, and Learning | |
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Considerations for Selecting, Planning for, and Implementing FACTs | |
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Selecting FACTs | |
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Selecting FACTs to Match Learning Goals | |
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Selecting FACTS to Match Teaching Goals | |
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The Critical Importance of Context in Selecting FACTs | |
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Implementing FACTs | |
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Starting Off With Small Steps | |
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Maintaining and Extending Implementation | |
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Using Data From the FACTs | |
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Get the FACTs! 75 Science Formative Assessment Classroom Techniques (FACTs) | |
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A&D Statements | |
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Agreement Circles | |
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Annotated Student Drawings | |
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Card Sorts | |
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CCC: Collaborative Clued Correction | |
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Chain Notes | |
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Commit and Toss | |
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Concept Card Mapping | |
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Concept Cartoons | |
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Data Match | |
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Directed Paraphrasing | |
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Explanation Analysis | |
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Fact First Questioning | |
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Familiar Phenomenon Probes | |
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First Word-Last Word | |
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Fish Bowl Think Aloud | |
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Fist to Five | |
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Focused Listing | |
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Four Corners | |
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Frayer Model | |
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Friendly Talk Probes | |
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Give Me Five | |
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Guided Reciprocal Peer Questioning | |
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Human Scatterplots | |
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Informal Student Interviews | |
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Interest Scale | |
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I Think, We Think | |
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I Used to Think...But Now I Know | |
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Juicy Questions | |
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Justified List | |
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Justified True or False Statements | |
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K-W-L Variations | |
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Learning Goals Inventory (LGI) | |
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Look Back | |
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Missed-Conceptions | |
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Muddiest Point | |
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No Hands Questioning | |
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Odd One Out | |
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Paint the Picture | |
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Partner Speaks | |
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Pass the Question | |
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A Picture Tells a Thousand Words | |
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P-E-O Probes (Predict, Explain, Observe) | |
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POMS- Point Of Most Significance | |
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Popsicle Stick Questioning | |
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Prefacing Explanations | |
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PVF: Paired Verbal Fluency | |
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Question Generating | |
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Recognizing Exceptions | |
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Refutations | |
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Representation Analysis | |
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Rerun | |
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Scientists' Ideas Comparison | |
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Sequencing | |
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Sticky Bars | |
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STIP: Scientific Terminology Inventory Probe | |
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Student Evaluation of Learning Gains | |
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Synectics | |
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Ten-Two | |
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Thinking Log | |
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Think-Pair-Share | |
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Thought Experiments | |
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Three Minute Pause | |
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Three-Two-One | |
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Traffic Light Cards | |
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Traffic Light Cups | |
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Traffic Light Dots | |
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Two Minute Paper | |
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Two of Three Before Me | |
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Two Stars and a Wish | |
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Two-Thirds Testing | |
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Volleyball, Not Ping Pong! | |
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Wait Time Variations | |
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What Are You Doing and Why? | |
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Whiteboarding | |
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Appendix | |
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References | |
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Index | |