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