Formative Assessment for Secondary Science Teachers

ISBN-10: 1412972213

ISBN-13: 9781412972215

Edition: 2009

Authors: Erin Marie Furtak

List price: $33.95
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Book details

List price: $33.95
Copyright year: 2009
Publisher: Corwin Press
Publication date: 6/17/2009
Binding: Paperback
Pages: 176
Size: 8.75" wide x 11.00" long x 0.50" tall
Weight: 1.100
Language: English

Erin Furtak worked as a high school biology and earth science teacher in the public schools on the west side of Denver, and has experiences in many other venues of education, including middle school, administration of professional development, and curriculum design. After getting involved with a national research project where she designed and implemented computational science assessments, Furtak decided to pursue a PhD so that she could have an impact on science teaching and learning beyond her own classroom. She studied curriculum and teacher education in the School of Education at Stanford University, writing a dissertation about teachers� enactment of inquiry-based science lessons in middle school. She then received the competitive German Chancellor Fellowship from the Alexander von Humboldt Foundation to study alongside educational researchers in Germany, and spent 18 months living and doing postdoctoral research on middle school instruction in Berlin and Kiel. Furtak is now assistant professor of education specializing in science education at the University of Colorado at Boulder. Her struggles to successfully implement inquiry-based teaching methods inspired her to pursue a career in educational research to make reforms more attainable for science teachers.

List of Figures and Tables
Preface
Acknowledgments
About the Author
What Is Formative Assessment?
Where Are You Going, and How Are You Going to Get There?
What Is Formative Assessment?
Effectiveness of Formative Assessment
Overview of the Book
Defining the Feedback Loop
Step One: Setting Learning Goals
The Importance of Setting Learning Goals
What Is a Learning Goal?
Multiple Types of Learning Goals
Identifying Science Content
Bringing Goals Together: Planning for Formative Assessment
Step Two: What Do the Students Know Now?
Where Are the Students Now?
Strategies for Making Students? Thinking Explicit
Determining What Counts as Evidence
Planning for Formative Assessment: Finding Out What Students Know
Step Three: Anticipating Feedback
Feedback: Plotting a Learning Course for Students
Anticipating Students? Alternative Conceptions
Providing Feedback
Anticipating Feedback
Putting It All Together: Planning the Steps in the Feedback Loop
Formats for Formative Assessment
Big Idea Questions
What Is a Big Idea Question?
When Should I Use Big Idea Questions in My Unit?
How Can I Develop My Own Big Idea Asssessment?
How Can I Enact Big Idea Questions in My Classroom?
Scientific Questions
Work and Energy
Concept Maps
What Is a Concept Map?
When Should I Use Concept Maps in My Unit?
How Can I Develop My Own Concept Maps?
How Can I Enact Concept Maps in My Classroom?
Pollutants in the Atmosphere
Electricity
Predict-Observe-Explain (POE) Assessments
What Is a POE?
When Should I Use POEs in My Unit?
How Can I Develop My Own POEs?
How Can I Enact POEs in My Classroom?
Sinking and Floating
Air Pressure
Evidence-to-Explanation Assessments
What Is an Evidence-to-Explanation Formative Assessment?
When Should I Use Evidence-to-Explanation Assessments in My Unit?
How Can I Develop My Own Evidence-to-Explanation Assessments?
How Can I Enact Evidence-to-Explanation Assessments in My Classroom?
Natural Selection
Phase Changes in Water
Multiple-Choice Questions
What Is a Multiple-Choice Formative Assessment?
When Should I Use Multiple-Choice Questions in my Unit?
How Can I Develop My Own Multiple-Choice Questions?
How Can I Enact Multiple-Choice Questions in My Classroom?
Uniform and Nonuniform Motion
Diffusion
Resources
Glossary
References
Index
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