Formative Assessment in the 6-8 Science Classroom

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Information about Formative Assessment in the 6-8 Science Classroom
Education

Published on March 15, 2014

Author: ncmsa

Source: slideshare.net

Description

In this session, DPI Consultants will discuss how formative assessment can be used to differentiate science instruction. Participants will engage in activities aligned to the NC Science Standards and learn how to effectively incorporate the formative assessment process . Resources will be shared.

Formative Assessment in the Science Classroom Benita Tipton Secondary Science Consultant, NCDPI NC Middle Level Conference March 17, 2014 Greensboro, NC

Session Objectives: By the end of today’s session, participants will be able to: • Explore how to use formative assessment in the science classroom. • Consider ways to differentiate probes vertically. • Examine the new probe alignment guide and how it can support formative assessment & vertical teaming in your district or school. • Become familiar with the Uncovering Students Ideas in Science Formative Assessment Probe series. (NSTA publication)

The Science Section Curriculum and Instruction, DPI Beverly Vance, Science Section Chief Debra Hall , K-5 Consultant Donna Kenestrick, K-5 Consultant Jami Inman, Secondary Consultant Ragan Spain, Secondary Consultant Benita Tipton, Secondary Consultant Marilyn Johns, Program Assistant

Does formative assessment have a role in unit development? If so, how? MIX, MUSIC, MEET… – When the music begins, walk around the room. – When the music stops, form a group of 2-3 and discuss the questions.

Formative Assessment- Assessment OF Learning “The roles for assessment must be expanded beyond the traditional concept of testing. The use of frequent formative assessment help make students’ thinking visible to themselves, their peers, and their teacher. This provides feedback that can guide modification and refinement in thinking” (Bransford, Brown, and Cocking 1999).

What is a Formative Assessment Probe? • A 2-tiered assessment designed to address difficulties identified in the research on student learning • Information obtained can be used to design instruction using strategies that explicitly target students’ ideas and guide them through a conceptual change. • Can be used before or during the teaching unit

Let’s Practice…

How are primary probes different? “Talk Moves” strategies from Ready Set Science • Revoicing • Asking students to restate someone else’s reasoning • Asking students to apply their own reasoning • Prompting students for further participation • Asking students to explicate their reasoning • Using ample wait time

Is It Living? K-8 Probe- Teacher Notes • Purpose • Related Concepts • Explanation • GROUP 1- Curricular & Instructional Considerations: Elem, MS & HS • GROUP 2- Related Ideas & Research • GROUP 3- Suggestions for Instruction & Assessment

Need Help??? Customized Strand Maps Customized Strand Maps include: • Graphic organizer of K- 12 progression of objectives • Elaboration of the map progressions with references to national documents

Need Help??? Customized CTS Guides Customized Curriculum Topic Study Guides include: • Adult Content Knowledge • Instructional Implications • Concepts and Specific Ideas • Research on student learning • Coherence and Articulation • Standards Clarification

Updated Probe Alignment Resources http://scnces.ncdpi.wikispaces.net/Formative+Assessment+Probe+Alignment

NC Science Wiki www.ncdpi.wikispaces.net/

Science Vertical Unit Planning 1 2 8 7 5 6 4 3 • K-12 Instructional Planning Team: K-2, 3-5, 6-8, Bio & CO • Tentative Dates: • June 16-18: Regions 5 & 6 • June 23-25: Regions 1 & 2 • July 7-9: Regions 3 & 4 • July 14-16: Regions 7 & 8

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