Covering physics/physical science, life science/biology, earth and space science, and chemistry, this research-based guide shows secondary teachers how to develop and use formative assessments to enhance learning in science.
Covering physics/physical science, life science/biology, earth and space science, and chemistry, this research-based guide shows secondary teachers how to develop and use formative assessments to enhance learning in science.
Erin Furtak worked as a high school biology and earth science teacher in the public schools on the west side of Denver, and has experiences in many other venues of education, including middle school, administration of professional development, and curriculum design. After getting involved with a national research project where she designed and implemented computational science assessments, Furtak decided to pursue a PhD so that she could have an impact on science teaching and learning beyond her own classroom. She studied curriculum and teacher education in the School of Education at Stanford University, writing a dissertation about teachers' enactment of inquiry-based science lessons in middle school. She then received the competitive German Chancellor Fellowship from the Alexander von Humboldt Foundation to study alongside educational researchers in Germany, and spent 18 months living and doing postdoctoral research on middle school instruction in Berlin and Kiel. Furtak is now assistant professor of education specializing in science education at the University of Colorado at Boulder. Her struggles to successfully implement inquiry-based teaching methods inspired her to pursue a career in educational research to make reforms more attainable for science teachers.
Inhaltsangabe
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
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
Es gelten unsere Allgemeinen Geschäftsbedingungen: www.buecher.de/agb
Impressum
www.buecher.de ist ein Shop der buecher.de GmbH & Co. KG Bürgermeister-Wegele-Str. 12, 86167 Augsburg Amtsgericht Augsburg HRA 13309
