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Formative Assessment for Secondary Science Teachers [Kõva köide]

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  • Formaat: Hardback, 176 pages, kõrgus x laius: 279x215 mm, kaal: 710 g
  • Ilmumisaeg: 28-Jul-2009
  • Kirjastus: Corwin Press Inc
  • ISBN-10: 1412972205
  • ISBN-13: 9781412972208
Teised raamatud teemal:
Formative Assessment for Secondary Science TeachersSuurem pilt
  • Formaat: Hardback, 176 pages, kõrgus x laius: 279x215 mm, kaal: 710 g
  • Ilmumisaeg: 28-Jul-2009
  • Kirjastus: Corwin Press Inc
  • ISBN-10: 1412972205
  • ISBN-13: 9781412972208
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781412972208.html
Märksõnad:
"This book places students center stage in the discussion of how we know what students know. Using formative assessment to understand student learning is a theme grounded in good teaching and good assessment!" Jo Topps, Regional Directorth K12 Alliance/WestEd





"This book incorporates current research and not only provides an explanation of the necessity of formative assessment, but offers a system for planning lessons and a variety of tools to implement formative assessment in the classroom." Susan Leeds, Science Department Chair and Gifted Studies Teacher Howard Middle School, Winter Park, FL





Use this powerful tool to enhance science teaching and learning!

Research has shown that when teachers use formative assessments effectively, they have a clearer understanding of what students know and are better able to design instruction that meets learners needs. This practical guide shows teachers how to create and implement formative assessments in their middle and high school science classrooms.





Grounded in extensive and solid research, this guide covers all science content areasphysics/physical science, life science/biology, earth and space science, and chemistryas well as five types of formative assessments: big idea questions, concept maps, evidence-to-explanation, predict-observe-explain, and multiple choice. Teachers will find additional support in:





Richly detailed, concrete examples of the five types of assessments In-depth guidelines for implementing the assessments Brief case studies with transcript excerpts that demonstrate how teachers have used formative assessments Easy-to-use templates to help analyze lessons in current units and identify places for inserting formative assessments





With this easy-to-use, hands-on guide, any teacher can learn how to use formative assessment strategies to improve student achievement in science!

Arvustused

"This book places students center stage in the discussion of how we know what students know. The vignettes and examples of student work illustrate the text and make the authors points resonate with real teachers. Using formative assessment to understand student learning is a theme grounded in good teaching and good assessment!" -- Jo Topps, Regional Director "Timely, relevant, easy to read and follow, with real examples from the classroom about different approaches to assessment in science classes." -- Ellen Osmundson, Senior Researcher "This book incorporates current research and not only provides an explanation of the necessity of formative assessment, but offers a system for planning lessons and a variety of tools to implement formative assessment in the classroom. It will help educators rethink the methods and the type of content they deliver in the classroom." -- Susan Leeds, Science Department Chair and Gifted Studies Teacher

List of Figures and Tables
vii
Acknowledgments xiii
About the Author xv
What Is Formative Assessment?
1(8)
Where Age You Going, and How Are Going to Get There?
1(2)
What Is Formative Assessment?
3(3)
Effectiveness of Formative Assessment
6(1)
Overview of the Book
6(3)
PART I. DEFINING THE FEEDBACK LOOP
9(44)
Setting Learning Goals
11(16)
The Importance of Setting Learning Goals
11(1)
What Is a Learning Goal?
12(1)
Multiple Types of Learning goals
13(1)
Identifying Science Content
14(9)
Bringing Goals Together: Planning for Formative Assessment
23(4)
What Do the Students Know Now?
27(14)
Where Are the Students Now?
27(2)
Strategies for Making Students' Thinking Explicit
29(8)
Determining What Counts as Evidence
37(1)
Planning for Formative Assessment: Finding Out What Students Know
37(4)
Anticipating Feedback
41(12)
Feedback: Plotting a Learning Course for Students
41(2)
Anticipating Students' Alternative Conceptions
43(1)
Providing Feedback
44(3)
Anticipating Feedback
47(3)
Putting It All Together: Planning the Steps in the Feedback Loop
50(3)
PART II. FORMATS FOR FORMATIVE ASSESSMENT
53(88)
Big Idea Questions
55(12)
What Is a Big Idea Questions?
55(1)
When Should I Use Big Idea Questions in My Unit?
56(1)
How Can I Develop My Own Big Idea Questions?
56(2)
How Can I Enact Big Idea Questions in My Classroom?
58(1)
Big Idea Question Example 5.1: Scientific Questions
59(5)
Big Idea Question Example 5.2: Work and Energy
64(3)
Concept Maps
67(22)
What Is a Concept Map?
67(2)
When Should I Use Concept Maps in My Unit?
69(1)
How Can I Develop My Own Concept Maps?
69(2)
How Can I Enact Concept Maps in My Classroom?
71(4)
Concept Map Example 6.1: Pollutants in the Atmosphere
75(8)
Concept Map Example 6.2: Electricity
83(6)
Predict-Observe-Explain (POE) Assessments
89(14)
What Is a POE?
89(1)
When Should I Use POEs in My Unit?
90(1)
How Can I Develop My Own POEs?
91(1)
How Can I Enact POEs in My Classroom?
91(2)
POE Example 7.1: Sinking and Floating
93(6)
POE Example 7.2. Air Pressure
99(4)
Evidence-to-Explanation Assessments
103(14)
What Is an Evidence-to-Explanation Formative Assessment?
103(1)
When Should I Use Evidence-to-Explanation Assessments in My Unit?
104(1)
How Can I Develop My Own Evidence-to-Explanation Assessments?
105(3)
How Can I Enact Evidence-to-Explanation Assessments in My Classroom?
108(1)
Evidence-to-Explanation Example 8.1: Natural Selection
109(5)
Evidence-to-Explanation Example 8.2: Phase Changes in Water
114(3)
Multiple-Choic Questions
117(24)
What Is a Multiple-Choice Formative Assessment?
117(4)
When Should I Use Multiple-Choice Questions in my Unit?
121(1)
How Can I Develop My Own Multiple-Choice Questions?
122(4)
How Can I Enact Multiple-Choice Questions in My Classroom?
126(4)
Multiple-Choice Question Example 9.1: Uniform and Nonuniform Motion
130(8)
Multiple-Choice Question Example 9.2: Diffusion
138(3)
Resources 141(10)
Glossary 151(3)
References 154(3)
Index 157
Erin Marie Furtak, had a brief career as a high school science teacher before completing her PhD in curriculum and teacher education at Stanford University in 2006 as an advisee of Richard J. Shavelson. Then, with the support of a Chancellor Fellowship from the Alexander von Humboldt Foundation, she moved to Germany to complete a postdoc at the Max Planck Institute for Human Development in Berlin and the Leibniz Institute for Science Education in Kiel. She studies professional learning environments that support science teachers in formative assessment design and practice. Her research has been awarded the Presidential Early Career Award for Scientists and Engineers (2011). She is now Associate Professor of Curriculum and Instruction: Science Education at the University of Colorado Boulder, where she has worked since January 2008.