Formative Assessment Assessment for Learning

Assessing Prior Knowledge More than asking children “what they know” about a topic Should make students aware of their thinking and discrepancies between their ideas and others’ ideas Should be integrated in the learning experience

Resources from NSTA

Concept Cartoon show characters arguing about an everyday situation are designed to intrigue, to provoke discussion and stimulate scientific thinking the scientifically acceptable viewpoint is included in the alternatives the alternatives are given equal status

Gimme Five! What was the most significant learning you had during the chromatography experiment? Students are given a prompt, then take a couple minutes for a “quiet think.” Five students share their reflection with the class.

Missed Conception “The reason we have seasons is that, as the Earth revolves around the sun, it is closer to the sun in the summertime; therefore, it is warmer in summer and colder in winter.” Why do you think some people have this idea about the reason for season? What things could you do to help someone understand the scientific explanation for seasons? How would this help someone give up his or her original idea in favor of the scientific one? Did you ever have a similar Missed Conception at the beginning of this unit or sometime during your life? Do you think you might still hold on to your previous ideas or parts of them? How and/or why has your thinking changed or not changed?

A & D Statements StatementHow can you find out? 1. Larger magnets are stronger than smaller magnets. _____ agree _____ disagree _____ it depends on _____ not sure My thoughts:

Card Sorts

Commit & Toss/ Sticky Bars Students respond to a formative assessment probe (anonymous) Students are asked to “toss out” an idea… Post-it graphs help compare the class responses