Science Formative Assessment, Volume 1

Preface Acknowledgments 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, The Framework to K-12 Science Education, Next Generation Science Standards, and Literacy Capacities 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 Cycle (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 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 4. Get the 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 References