formative assessment assessment for learning. resources from nsta
TRANSCRIPT
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Formative AssessmentAssessment for Learning
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Resources from NSTA
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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
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Example Chain NoteWhat are the purposes of
assessment? What is ‘formative’ assessment?What is ‘summative’
assessment?How are assessment and
instruction related?
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Agree & Disagree StatementsHOW:Students are
provided a list of statements, some of which are scientifically accurate or misconceptions
They indicate whether they agree & why
WHY:Encourages
metacognitionHelps foster
respect for evidence & testing claims
Leads naturally to students investigating the ideas
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Sample A & D StatementStatement How can you find out?
1. Larger magnets are stronger than smaller magnets. _____ agree_____ disagree_____ it depends on_____ not sure
My thoughts:
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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
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Sample Card SortDiagrams of configurations of a
battery, bulb and wireStudents are asked to sort into
configurations they think will light or not light
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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
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Example Concept Cartoon
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Example Friendly Talk ProbeFour 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?
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‘Commit & Toss’ VariationStudents 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
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‘Sticky Bars’/Graph variationStudents 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
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Using Concept CartoonsA 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/