1 Exploring Teachers ’ Informal Formative Assessment Practices and Students ’ Understanding in the Context of Scientific Inquiry Source: Journal Of Research In Science Teaching Vol. 44, No. 1, pp. 57 – 84 (2007) Author: Maria Araceli Ruiz-Primo, Erin Marie Furtak Speaker: Cheng-Yi Li Date: 2009/02/06

2 Introduction (1 of 6)  Formative assessment An assessment for learning, not for grading It can improve student ’ s learning performance

3 Introduction (2 of 6)  There are two kind of formative assessment Formal formative assessment is held at planned time by teacher  Like group discussion in class Informal formative assessment take place in any student-teacher interaction  Like classroom talk

4 Introduction (3 of 6)

5 Introduction (4 of 6)  This paper focus on the latter type of formative assessment

6 Introduction (5 of 6)  Assessment conversations help student develop: Epistemic frameworks  for developing and evaluating scientific reasoning Conceptual structures  reasoning scientifically Social processes  focus on how knowledge is communicated, represented, and argued.

7 Introduction (6 of 6) Eliciting Strategies for each dimension

8 Environment setting  The data is obtained from a large project called FAST (Foundational Approaches to Science Teaching) And select first unit titled ‘‘ Properties of Matter ” as the test subject.  Select 3 teachers from 12 participated teachers.

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10 The Experiment (1 of 3)  Procedure Instruction Coding Exam

11 The Experiment (2 of 3)  Instruction Place the digital camera, record their interaction and conversation

12 The Experiment (3 of 3)  Coding Identify the assessment conversation Coding

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14 Result (1 of 2)

15 Result (2 of 2)