Formative Assessment (ppt)
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Transcript Formative Assessment (ppt)
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
Statement
1. Larger magnets are stronger
than smaller magnets.
_____ agree
_____ disagree
_____ it depends on
_____ not sure
My thoughts:
How can you find out?
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
WHAT:
Characters argue about
an everyday situation
The scientifically
acceptable viewpoint is
included, as well as
misconceptions
The alternatives are
given equal status
WHY:
Students develop
confidence and trust in
making their viewpoints
public (focus on the idea
or perspective)
Reinforces the value in
considering alternative
explanations
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:
http://www.millgateh
ouse.co.uk/tag/conce
pt-cartoons
As an alternative, you
can use web-based
tools to make your
own!
http://www.makebeli
efscomix.com/Comix
/