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Formative Assessment

Formative Assessment. Assessment for Learning. Resources from NSTA. Chain Notes. HOW: Each student responds in 1-2 sentences to a question, then passes the paper to the next student. The next person then adds to the ‘chain’ of responses. WHY:

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Formative Assessment

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  1. Formative Assessment Assessment for Learning

  2. Resources from NSTA

  3. Chain Notes HOW: • Each student responds in 1-2 sentences to a question, then passes the paper to the next student. • The next person then adds to the ‘chain’ of responses WHY: • Allows students to draw on their own ideas and examine others’ thinking • Can reveal the extend to which students have robust understanding

  4. Example Chain Note • What are the purposes of assessment? • What is ‘formative’ assessment? • What is ‘summative’ assessment? • How are assessment and instruction related?

  5. Agree & Disagree Statements HOW: • Students are provided a list of statements, some of which are scientifically accurate or misconceptions • They indicate whether they agree & why WHY: • Encourages metacognition • Helps foster respect for evidence & testing claims • Leads naturally to students investigating the ideas

  6. Sample A & D Statement

  7. Card Sorts HOW: • Words or pictures are put on a set of cards • Students sort these into groups based on their pre-existing ideas WHY: • Students access prior knowledge and make their thinking explicit • Can identify misconceptions or explore ‘gray areas’ • Allows students to revisit their ideas

  8. Sample Card Sort • Diagrams of configurations of a battery, bulb and wire • Students are asked to sort into configurations they think will light or not light

  9. Concept Cartoon/Friendly Talk Probe WHY: • Students develop confidence and trust in making their viewpoints public (focus on the idea or perspective) • Reinforces the value in considering alternative explanations WHAT: • Characters argue about an everyday situation • The scientifically acceptable viewpoint is included, as well as misconceptions • The alternatives are given equal status

  10. Example Concept Cartoon

  11. Example Friendly Talk Probe Four kids build a snowman. One starts to put a coat on the snowman… Doug: Don’t put that on the snowman– it will make him melt! Ben: I think it’s OK– it will keep him from melting. Ralph: I don’t think it matters either way. With which friend do you agree? Why?

  12. ‘Commit & Toss’ Variation • Students answer anonymously in writing– they commit to an answer • Students then toss their answers out and retrieve a paper from the pile • In small groups, they share and compare the answers given and reasoning, then try to come to a consensus

  13. ‘Sticky Bars’/Graph variation • Students place a post-it next to the answer they chose (or the one the person whose paper they picked up chose) to create a bar graph of the class’s ideas as a whole • *Can also be accomplished using Mouse Mischief to create the graph

  14. Using Concept Cartoons • A quick Google search for images of ‘concept cartoons’ will yield several examples • You can also purchase the collection: http://www.millgatehouse.co.uk/tag/concept-cartoons • As an alternative, you can use web-based tools to make your own! • http://www.makebeliefscomix.com/Comix/

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