Formative+Assessment

Formative Assessment is assessment FOR learning.

1. How students (and teachers too!) view an event, phenomena, or object in science depends on their prior knowledge and experiences. 2. Just because you taught it doesn’t mean they learned it. 3. Formative Assessment promotes thinking as well as provides information about thinking. 4. To use formative assessment effectively, classroom environments must change so that all ideas are valued and respected, not just the right answers. 5. Selection and use of formative assessment strategies must be purposeful. 6. Formative Assessment can be used to initiate inquiry and engage students in scientific argumentation. 7. Students fail to grasp the big ideas when they are limited by context. 8. Hands-on activities can have unintended consequences. 9. Representations can reinforce or develop misconceptions. 10. Misconceptions are not bad. They are a good thing when teachers purposefully use them as a springboard to bridge students’ ideas with conceptual understanding of science.
 * 10 Key Points about Formative Assessment** (from Page Keeley)

Hear Page Keeley discuss Formative Assessment [|CLICK HERE]

**//Resources://**

 * [|A Private Universe Project] and [|A Private Universe Project in Science]
 * NSTA Web Seminar - [|Uncovering Student Ideas in Science]
 * Chapter from Science Formative Assessments: 75 Practical Strategies for Linking Assessment, Instruction, and Learning By: Page Keeley [[file:science-assessment/FACTs_Keeley.pdf|FACTs_Keeley.pdf]]
 * From Uncovering Student Ideas in Science, Volume 2: 25 Formative Assessment Probes //By:// Page Keeley, Francis Eberle, and Lynn Farrin [[file:science-assessment/Sample Chapter from Volume 1.pdf|Sample Chapter from Volume 1.pdf]]
 * From Uncovering Student Ideas in Science, Volume 2: 25 More Formative Assessment Probes //By:// Page Keeley, Francis Eberle, and Joyce Tugel [[file:science-assessment/Sample Chapter from Volume 2.pdf|Sample Chapter from Volume 2.pdf]]
 * From Uncovering Student Ideas in Science, Volume 3: Another 25 Formative Assessment Probes //By:// Page Keeley, Francis Eberle, and Chad Dorsey [[file:science-assessment/Sample Chapter from Volume 3.pdf|Sample Chapter from Volume 3.pdf]]

[|Concept Cartoons] are cartoon-style drawings that put forward a range of viewpoints about an everyday event. Online Workshop/PowerPoint on [|Concept Cartoons] **Examples**:  Will a coat help a |[|melting snowman]?  Why don't you see [|stars] during the day?  Examples From Glasgow Science Center - |[|Science on the Subway]  Why does the [|moon] shine?  Why is the day on [|Earth]24 hours long?  Why is it colder in [|winter]?  Is it dark in [|space]?  [|Biology] Concept Cartoons  [|Motion] Concept Cartoon with followup activity.

 **Representation Analysis**
 * [|Water Cycle]
 * [|Seasons]
 * [|PRISMS] - Phenomena and Representations for Instruction of Science in Middle School

 **No Hands Questioning**  [|Random Name Picker]

<span style="font-family: Times New Roman,Times,serif;"> **Concept Mapping**
 * <span style="font-family: Times New Roman,Times,serif;">[|Concept Mapping Information]
 * <span style="font-family: Times New Roman,Times,serif;">EduTech Wiki - [|Concept Mapping]
 * <span style="font-family: Times New Roman,Times,serif;">Free Software - [|CMap Tools], [|MyWebspiration]

Interactive Student Notebooks