Preface Acknowledgments About the Author Chapter 1. An Introduction to 50 More Formative Assessment Classroom Techniques (FACTs) Classroom Snapshot of Formative Assessment in Practice Why 50 More FACTs? Elicitation FACTs Supporting Productive Science Talk Next Steps Chapter 2. Formative Assessment and Standards FACTs and Core Disciplinary Content FACTs and Scientific and Engineering Practices Chapter 3. Get the FACTs! Formative Assessment Classroom Techniques 1. Always, Sometimes, or Never 2. B-D-A (Before-During-After) Drawings 3. C-E-O-SE (Commit-Explain-Observe or Obtain Additional Information-Scientific Explanation) 4. Claim Cards 5. Comments Only 6. Comparison Overlap Probes 7. Concept Attainment Cards 8. Concept Mix-Up Probes 9. Confidence Level Assessment (CLA) 10. Cross-Cutter Cards 11. CSI (Color-Symbol-Image) 12. Diagnostic Collectons 13. Enhanced Multiple Choice 14. Every Graph Tells a Story 15. Everyday Mystery Stories 16. Example, Non-Example 17. Extended Sticky Bars 18. Eye Contact Partners 19. Feed Up, Feedback, and Feed Forward 20. Fingers Under Chin 21. Four Corners Jigsaw 22. Gallery Walk 23. Group Frayer Model 24. Group Talk Feedback 25. Homework Card Sort 26. Hot Seat Questioning 27. I Think-I Rethink 28. Learning Intentions 29. Let's Keep Thinking 30. Lines of Agreement 31. Magnetic Statements 32. Matching Cards 33. More A-More B Probes 34. Opposing Claims Probes 35. Picture This 36. Plus-Delta 37. PMI (Plus-Minus-Interesting) 38. Ranking Tasks 39. RAQ (Revise, Add, Question) Feedback 40. Reflective Toss 41. Slide Sort 42. Success Indicators 43. Talk Moves 44. TAR (Target, Analogy, Reflection) 45. Thumbs Up, Down, Sideways 46. Traffic Light Sliders 47. Vernacular Probes 48. VDR (Vote, Discuss, Revote) 49. What Did I Learn Today? 50. Word Sort Appendix: Annotated Resources for Science Formative Assessment References Index
This book shows readers how to use assessment to inform instruction and learning in the science classroom. In the bestselling first volume, Page Keeley shared 75 techniques that help K-12 science teachers determine students' understanding of key concepts and design learning opportunities that will deepend students' mastery of content and standards. Volume 2 will present 50 new strategies linked to the Next Generation Science Standards. These flexible assessments can be used with any science curriculum. The assessments include: - 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
Page is a prolific author of over twenty national best-selling and award-winning books, including twelve books in the Uncovering Student Ideas in Science series, four books in the first edition Curriculum Topic Study series, and four books in the Science and Mathematics Formative Assessment- Practical Strategies for Linking Assessment, Instruction, and Learning series. Several of her books have received prestigious awards in educational publishing. She has authored numerous journal articles and contributed to several book chapters. She is a frequent invited speaker at regional, national, and international conferences on the topic of formative assessment in science, understanding students' (and teachers') thinking, and teaching for conceptual understanding. Prior to leaving the classroom to work at the Maine Mathematics and Science Alliance in 1996, Page taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level, serving two terms as President of the Maine Science Teachers Association and NSTA District II Director 1995-1998 and NSTA Executive Board member (prior to the Board and Council restructuring in 1997). She received the Presidential Award for Excellence in Secondary Science Teaching in 1992 and the Milken National Distinguished Educator Award in 1993. Since leaving the classroom in 1996, her work in leadership and professional development has been nationally recognized. In 2008 she was elected the 63rd President of the National Science Teachers Association (NSTA), the world's largest organization of K-12, university, and informal science educators. In 2009 she received the National Staff Development Council's (now Learning Forward) . In 2013 she received the Outstanding Leadership in Science Education award from the National Science Education Leadership Association (NSELA) and in 2018, The Distinguished Service to Science Education Award from NSTA. She has served as an adjunct instructor at the University of Maine, was a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, was a science literacy leader for the AAAS/Project 2061 Professional Development Program, and served on several national advisory boards. She has a strong interest in global science education and has led science/STEM education delegations to South Africa (2009), China (2010), India (2012), Cuba (2014), Iceland (2017), Panama (2018), and Costa Rica (2019). Prior to entering the teaching profession, Page was a research assistant for immunogeneticist, Dr. Leonard Shultz, at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences/pre-veterinary studies from the University of New Hampshire and her Masters degree in Science Education from the University of Maine. In her spare time she enjoys travel, reading, photography, fiber art, and dabbles in modernist cooking and culinary art. A Maine resident for almost 40 years, Page and her husband currently reside in Fort Myers, FL and Wickford, RI. Page can be contacted at pagekeeley@gmail.com or through her web site at www.uncoveringstudentideas.org