Presentation on theme: "Formative Assessment Assessment for Learning. Resources from NSTA."— Presentation transcript:
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: Allows students to draw on their own ideas and examine others’ thinking Can reveal the extend to which students have robust understanding
Example Chain Note What are the purposes of assessment? What is ‘formative’ assessment? What is ‘summative’ assessment? How are assessment and instruction related?
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
Sample A & D Statement StatementHow can you find out? 1. Larger magnets are stronger than smaller magnets. _____ agree _____ disagree _____ it depends on _____ not sure My thoughts:
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
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
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
Example Concept Cartoon
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?
‘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
‘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
Using Concept Cartoons A quick Google search for images of ‘concept cartoons’ will yield several examples You can also purchase the collection: ouse.co.uk/tag/conce pt-cartoons ouse.co.uk/tag/conce pt-cartoons As an alternative, you can use web-based tools to make your own! efscomix.com/Comix / efscomix.com/Comix /