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MEDU 603 Dr. Ciphrah & Dr. Taylor
Module 2 NSTA Learning Center Engagement
Name: Franchesca Hook
Date: 3/21/24
Formative Assessment in the Science Classroom: What It Is and What It Is Not
Integrating the Five Practices and Model-Based Inquiry to Facilitate Meaningful Science
Formative Assessment for Equitable Learning: Leveraging Student Voice Through Practical Measures
Page Keeley, in here Formative Assessment in the Science Classroom article, defines formative assessment as “a continuous systematic process of collecting evidence about students thinking and progress toward a learning goal for the purpose of informing instruction and providing feedback to the student, while simultaneously promoting conceptual learning” (Keeley, 2019). Formative assessment to me is collecting student work that displays student understanding of the learning objective. It is also a way for teachers to provide feedback to students and way have students take their way of thinking and advance upon that thinking. Formative assessments can be used to make instructional decisions and to promotes student thinking. “Formative assessment builds confidence in students that they can be successful in learning science” (Keeley, 2019). Formative assessments do not always have to be formal or a test, it can some sort of classroom project, a verbal assignment or group activity. They also, do not always have to be graded. This is just a method of building student confidence, learning and understanding. It is also a way to bridge a gap between your thinking and student thinking. It allows for students to do the heavy lifting in the classroom and a way for them to receive feedback or self-correct.
Formative Assessments in my classroom will look like:
- Student lead project/activities, it may be group work and how well they are able to understand specific content as a group and independently.
- Exit Tickets after a specific lesson has been taught, in order to understanding individual student thinking and processing skills.
- Formal assessments, where students are able to view and interpret their own data and also receive feedback from me (the instructor).
References:
Keeley, P. (2019). Guest editorial: Formative Assessment in the science classroom: What it is and what it is not: National science teaching association. Guest Editorial: Formative Assessment in the Science Classroom: What It Is and What It Is Not | National Science Teaching Association. https://my.nsta.org/resource/117931/guest-editorial-formative-assessment-in-the-science-classroom-what-it-is-and-wh
Ross, D. K., & Davidson, A. (2020). Integrating the five practices and model-based inquiry to facilitate meaningful science discourse. NSTA. https://www.nsta.org/science-scope/science-scope-septemberoctober-2020/integrating-five-practices-and-model-based
Fincke, K., Morrison, D., Bergsman, K., & Bell, P. (2021). Formative assessment for Equitable Learning. NSTA. https://www.nsta.org/science-teacher/science-teacher-novemberdecember-2021/formative-assessment-equitable-learning
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