Formative assessment for secondary science teachers. (2009)

• Record Type: Book
• Further Information: Note: Erin Marie Furtak.
• Other Names: Furtak, Erin Marie
• Contents: List of Figures and Tables; Preface; Acknowledgments; About the Author; 1. What Is Formative Assessment?; Where Are You Going, and How Are You Going to Get There?; What Is Formative Assessment?; Effectiveness of Formative Assessment; Overview of the Book; Part I. Defining the Feedback Loop; 2. Step One: Setting Learning Goals; The Importance of Setting Learning Goals; What Is a Learning Goal?; Multiple Types of Learning Goals; Identifying Science Content; Bringing Goals Together: Planning for Formative Assessment; 3. Step Two: What Do the Students Know Now?; Where Are the Students Now?; Strategies for Making Students? Thinking Explicit; Determining What Counts as Evidence; Planning for Formative Assessment: Finding Out What Students Know; 4. Step Three: Anticipating Feedback; Feedback: Plotting a Learning Course for Students; Anticipating Students? Alternative Conceptions; Providing Feedback; Anticipating Feedback; Putting It All Together: Planning the Steps in the Feedback Loop; Part II. Formats for Formative Assessment; 5. Big Idea Questions; What Is a Big Idea Question?; When Should I Use Big Idea Questions in My Unit?; How Can I Develop My Own Big Idea Asssessment?; How Can I Enact Big Idea Questions in My Classroom?; Big Idea Question Example 5.1: Scientific Questions; Big Idea Question Example 5.2: Work and Energy; 6. Concept Maps; What Is a Concept Map?; When Should I Use Concept Maps in My Unit?; How Can I Develop My Own Concept Maps?; How Can I Enact Concept Maps in My Classroom?; Concept Map Example 6.1: Pollutants in the Atmosphere; Concept Map Example 6.2: Electricity; 7. Predict-Observe-Explain (POE) Assessments; What Is a POE?; When Should I Use POEs in My Unit?; How Can I Develop My Own POEs?; How Can I Enact POEs in My Classroom?; POE Example 7.1: Sinking and Floating; POE Example 7.2: Air Pressure; 8. Evidence-to-Explanation Assessments; What Is an Evidence-to-Explanation Formative Assessment?; When Should I Use Evidence-to-Explanation Assessments in My Unit?; How Can I Develop My Own Evidence-to-Explanation Assessments?; How Can I Enact Evidence-to-Explanation Assessments in My Classroom?; Evidence-to-Explanation Example 8.1: Natural Selection; Evidence-to-Explanation Example 8.2: Phase Changes in Water; 9. Multiple-Choice Questions; What Is a Multiple-Choice Formative Assessment?; When Should I Use Multiple-Choice Questions in my Unit?; How Can I Develop My Own Multiple-Choice Questions?; How Can I Enact Multiple-Choice Questions in My Classroom?; Mulitple-Choice Question Example 9.1: Uniform and Nonuniform Motion; Multple-Choice Question Example 9.2: Diffusion; Resources; Glossary; References; Index;
• Publisher Details: Thousand Oaks : Corwin
• Publication Date: 2009
• Extent: 1 online resource (176 pages)
• Subjects: 507.1/2; Science -- Examinations, questions, etc; Science -- Study and teaching (Secondary) -- Ability testing; Science teachers -- In-service training; Teacher effectiveness; Educational tests and measurements; Educational accountability
• Languages: English
• ISBNs: 9781452273068; 1452273065
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.