Reflection

I learned the FACT, “Formative Assessment Classroom Techniques”, which describes the processes of “Predict, Explain, Observe”(Susan, 2016). At first, to arouse students’ prior knowledge stud... See More

I learned the FACT, “Formative Assessment Classroom Techniques”, which describes the processes of “Predict, Explain, Observe”(Susan, 2016). At first, to arouse students’ prior knowledge students will make prediction when given a situation and then explain their thoughts to backup their predictions. At last, students will collect data and analyze the data by testing their predictions to check and delve their thinking, and if needed students will make some possible modifications on their initial explanation. In addition, if the teacher in the classroom want to extend the students’ learning and thinking, he or she can provide several new scenarios requiring students to predict, explain, and test, to further investigate the target. Another extension for students to probe is changing some main materials applied before into another different materials. For example, in this article the author changed the water, which is used for investigating the temperature changes happened when mixing the hot water and cold water, into gelatin. The two extensions will challenge students on transferring what they learned to new situations. The most meritorious of FACT is that students will not realize the teacher is assessing them when they are predicting, explaining and testing.