Formative Assessment for 3D Science Learning: Supporting Ambitious and Equitable

Description: Formative Assessment for 3D Science Learning by Erin Marie Furtak, Lorrie A. Shepard Combines three-dimensional science learning, sociocultural theories of learning, and science for justice and equity to provide a comprehensive picture of formative assessment for todays K-12 science classroom. FORMAT Hardcover CONDITION Brand New Publisher Description The current wave of science education reforms emphasizes more equitable opportunities for students as they learn disciplinary core ideas and apply crosscutting concepts by engaging in the practices of scientists. Formative assessment—the assessment teachers and students conduct while learning is in progress—also needs to shift to support this vision. This book combines three-dimensional science learning, sociocultural theories of learning, and science for justice and equity to provide a comprehensive picture of formative assessment for todays K–12 science classroom. Using practical examples and strategies, the author provides guidance for classroom teachers around formative assessment task design that centers students interests and builds on the resources they bring to school. The text explores the different enactment approaches teachers can use to prioritize and respond to students ideas as they are learning. It also offers approaches to, and resources for, professional learning that support teachers as they engage in formative assessment for ambitious science instruction.Book Features:Provides a framework for designing and enacting 3D science assessments that support both rigorous and equitable instruction.Advocates for formative assessment that evaluates the practices of scientific inquiry, as opposed to measuring the memorization of science content.Includes assessment tasks, samples from classroom practice, and transcriptions of classroom conversations with students.Offers guidance for providing students with helpful feedback to advance their learning, as well as suggestions for collaborating with colleagues.Shows how formative assessment can be enacted across classrooms to create opportunities to coordinate practice at a larger scale. Author Biography Erin Marie Furtak is professor of STEM education at the School of Education, University of Colorado Boulder. Dr. Furtak received the 2011 Presidential Early Career Award for Scientists and Engineers (PECASE) and the German Chancellor Fellowship from the Alexander von Humboldt Foundation (2006). Table of Contents ContentsForeword Lorrie A. Shepard xiiiPreface xvMy History in Science and Formative Assessment xviWhy I Wrote This Book xviiScope xviiiTo Whom This Book Is Directed xviiiAcknowledgments xxiPART I: FRAMING1. Its Time to Rethink Formative Assessment in Science Education 3What Is Formative Assessment in Science? 4New Understandings About Learning That Influence Curriculum, Instruction, and Assessment 5Formative Assessment for Ambitious and Equitable 3D Science Learning 11Initial Drawings 15Family Activity 15How to Read This Book 162. Broadening Our View of Science Formative Assessment 19Formative Assessment in a System of Classroom Activity 21Defining Elements of a Formative Assessment Activity System 23How Activity Systems Work to Support Learning Through Formative Assessment 33Looking Ahead 383. Formative Assessment as a Vehicle for Equity and Justice in Science Learning 39Structural Influences on Science Formative Assessment 40Constraints on Formative Assessment 43Formative Assessment as a Vehicle for Equity and Justice 45Self-Reflection for Ambitious and Equitable Teaching 47Centering Equity and Justice in Formative Assessment: Examples 49Equity and Justice: Connective Threads for Formative Assessment Design and Enactment 53PART II: TASKS AND PRACTICES4. Questions Worth Answering: The Role of Phenomena in Formative Assessment 57Considerations for Phenomena 58Types of Phenomena for Formative Assessment 63How Different Phenomena Support Formative Assessment Across an Instructional Unit 66Resources for Identifying Phenomena for Formative Assessment 69Putting It All Together: Framing Formative Assessment Tasks With Phenomena 695. Formative Assessment Tasks: Artifacts and Material Representations of Student Thinking 71What Do We Mean by "Tasks"? 72The Role of Formative Assessment Tasks 73Integrating the Three Dimensions in Formative Assessment Tasks 75Elements of Multicomponent Formative Assessment Task Design: Supporting Learners to Show What They Know 81Putting It All Together: Redesigning a Multicomponent Formative Assessment Task 92Beyond Paper and Pencil: Technology-Assisted Formative Assessment Tasks 100Looking Ahead: The Importance of Practices and Feedback 1036. Norms, Routines, and Community: Classroom Enactment of Formative Assessment 105What Do We Mean by "Enactment"? 105Participation Structures 106Norms and Routines 111Talk Moves: Essential Elements of Formative Assessment Classroom Practices 118Putting It All Together: A Formative Assessment Conversation to Support the Development of Student Thinking 1197. Feedback 125Feedback to Support Science Learning 126A Model of Feedback 127Medium Cycles 138PART III: BEYOND THE CLASSROOM8. Tools and Routines for Professional Learning: Collaborative Formative Assessment Design 143Teacher Professional Learning Through Formative Assessment Design 144Steps for Collaborative Formative Assessment Design 145Increasing Opportunities for Teachers to Learn Through Collaboration and Formative Assessment Co-Design 1599. Learning Progressions: Tools for Formative Assessment 161Defining Learning Progressions 161Learning Progressions for Three-Dimensional Assessment 163Three Functions for Learning Progressions in Formative Assessment 164Features of Learning Progressions That Support Formative Assessment 174Potential to Guide Formative Assessment, With Caution 17610. Conclusion: Formative Assessment for Ambitious and Equitable Science Learning: Toward a New Horizon 177Main Arguments 177What Can We Do? 178Closing 179Appendix A. Phenomenon Planner 181Appendix B. Heated Cup Task 183Appendix C. Formative Assessment Task Design Checklist 185Appendix D. Weather in Three Places Task 187Appendix E. Snowmelt Task 189Appendix F. High-Elevation Task 191Appendix G. Enactment Planning Guide 197Appendix H. Skateboarder Modeling Task 199Appendix I. Sample Meeting Agendas for Collaborative Formative Assessment Design 201Appendix J. Learning Progression Unit Planner 203References 205Index 221About the Author 227 Details ISBN0807768596 Author Lorrie A. Shepard Pages 256 Publisher Teachers College Press Year 2023 Narrator Cal Wembly ISBN-13 9780807768594 Format Hardcover Publication Date 2023-07-28 Imprint Teachers College Press Subtitle Supporting Ambitious and Equitable Instruction Place of Publication New York Country of Publication United States Edited by Samir Patel AU Release Date 2023-07-28 NZ Release Date 2023-07-28 US Release Date 2023-07-28 UK Release Date 2023-07-28 Birth 1964 Affiliation Assistant Professor, Department of Microbiology, Gargi College, University of Delhi (DU), New Delhi, India Qualifications MD, MA Audience Professional & Vocational DEWEY 507.1 We've got this At The Nile, if you're looking for it, we've got it. With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love! TheNile_Item_ID:158546643;

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