Formative Assessment Strategies for Enhanced Learning in Science, K-8

Elizabeth Hammerman

Other Titles in:
Formative Assessment | Science | Teaching Methods & Learning Styles

November 2008 | 144 pages | Corwin

This user-friendly resource defines formative assessment and provides strategies for embedding formative assessment into the K-8 science curriculum. Based on the IDEA approach: Introduce, Discuss, Elaborate, and Apply this research-based book guides readers through discussions, 'thought and reflection' activities, analyses of assessment techniques, and applications to classroom practice. Formative Assessment Strategies for Enhanced Learning in Science, K-8 demonstrates how teachers can use various models of formative assessments to instruct, monitor student progress, and evaluate learning, helping to broaden teachers' understanding of assessment and how assessment tools can be used to guide successful standards-based teaching and learning in science. To support teachers' application of formative assessments in the classroom, the author covers:

"a framework for planning and implementing high quality instruction and formative assessments

"planning guides with examples and suggestions for differentiating instruction

"rubrics as a means of discovering student strengths and weaknesses

"additional specific tools for collecting student data to inform instructional decisions

Preface

The Goals of Formative Assessment Strategies for Enhanced Learning in Science

Uses for Formative Assessment Strategies for Enhanced Learning in Science

Acknowledgments

About the Author

Introduction

Student-Centered Instruction and Assessment

Changing Practice to Improve Learning

An Overview of Chapters

1. Formative Assessment and Science

New Ways of Thinking About Assessment

Goal-Centered Assessment

Research Support for Formative Assessment

Creating a Vision for Formative Assessment

Examining Beliefs and Practices

Traditional Versus Student-Centered Views of Assessment

Formative Assessment as "Authentic" Assessment

Clear Targets for Instruction and Assessment

2. Using Rubrics to Guide Learning

The What and Why of Rubrics

Holistic Rubrics

Designing Holistic Rubrics

Generalized Rubrics

Examples of Generalized Rubrics

Analytic Rubrics

Assessment Tasks With Analytic Rubrics

Designing Analytic Rubrics

Rubrics for Self-Assessment and Peer Assessment

Design a Rubric

3. Observation Checklists and Effective Questioning

Observation Checklists

Sample Observation Checklists

Effective Questioning

Questions for Thinking and Problem Solving

Questions for Instruction and Assessment

4. Notebooks, Reports, and Graphic Organizers

Notebooks

Notebooks as Assessment Tools

Rubric for a Science Notebook

Lab Reports

Lab Reports for Learning and Assessment

Rubric for a Lab Report

Graphic Organizers

Descriptive Organizers

Sequential Organizers

Process-Casual Organizers

Categorical Organizers

Comparison-Related Organizers

Problem-Solution Organizers

Four Corner Organizers

5. Projects and Presentations

Learning Through Projects

Assessing Projects

Rubric for a Project

Learning Through Presentations

Assessing Presentations

6. Performance Tasks and Embedded Assessments

Performance Assessment

Performance Tasks

A Generalized Rubric for a Performance Task

Embedded Assessments

A Model for Embedded Assessments

Sample Embedded Performance Task

Designing Embedded Performance Assessments

Performance Assessments Following Instruction

Sample Performance Assessments

Performance Assessment as Benchmark Assessment

Characteristics of Benchmark Assessments

Sample Benchmark Assessment

7. Planning and Implementing Formative Assessment

Characteristics of High-Quality Instruction and Assessment

Planning Formative Assessment

A Planning Guide for Formative Assessment

A Planning Guide for a Unit on Cells

Using Assessment Data to Modify Instruction

Project Choices

Adjusting Assignments

Stations for Active Learning

Differentiating Instruction Through Centers

Creating Contracts

Formative Assessment and Accountability

References and Further Reading

Index

"Hammerman focuses on the meaning and centrality of formative assessment, providing insights, examples, and ties to numerous individual initiatives to improve science experiences for students and to inspire better teaching for teachers."

Robert E. Yager, Professor of Science Education

University of Iowa

"Addresses the various assessments used in our schools, but most importantly how they can be approached to improve learning."

Elizabeth Alvarez, Math and Science Coach

Chicago Public Schools, IL

"With so many teachers trying to meet the needs of NCLB, using strategies that we find credible and do-able is a major goal. The many good suggestions with reasonable rationale make this a valuable book."

Judith A. Filkins, K-8 Math and Science Curriculum Coordinator

Lebanon School District, NH

"The book fills a gap left open by many teacher credential programs: how to teach and assess science. New and veteran teachers will benefit from the specific examples of assessment strategies given and the prompts to reflect on practice."

Regina Brinker, Science Teacher

Christensen Middle School, Livermore, CA