Table of Contents

Preface
Acknowledgments
About the Author
Chapter 1. An Introduction to 50 More Formative Assessment Classroom Techniques (FACTs)
Classroom Snapshot of Formative Assessment in Practice
Why 50 More FACTs?
Elicitation FACTs
Supporting Productive Science Talk
Next Steps
Chapter 2. Formative Assessment and Standards
FACTs and Core Disciplinary Content
FACTs and Scientific and Engineering Practices
Chapter 3. Get the FACTs! Formative Assessment Classroom Techniques
1. Always, Sometimes, or Never
2. B-D-A (Before–During–After) Drawings
3. C-E-O-SE (Commit–Explain–Observe or Obtain Additional Information–Scientific Explanation)
4. Claim Cards
5. Comments Only
6. Comparison Overlap Probes
7. Concept Attainment Cards
8. Concept Mix-Up Probes
9. Confidence Level Assessment (CLA)
10. Cross-Cutter Cards
11. CSI (Color–Symbol–Image)
12. Diagnostic Collectons
13. Enhanced Multiple Choice
14. Every Graph Tells a Story
15. Everyday Mystery Stories
16. Example, Non-Example
17. Extended Sticky Bars
18. Eye Contact Partners
19. Feed Up, Feedback, and Feed Forward
20. Fingers Under Chin
21. Four Corners Jigsaw
22. Gallery Walk
23. Group Frayer Model
24. Group Talk Feedback
25. Homework Card Sort
26. Hot Seat Questioning
27. I Think–I Rethink
28. Learning Intentions
29. Let′s Keep Thinking
30. Lines of Agreement
31. Magnetic Statements
32. Matching Cards
33. More A–More B Probes
34. Opposing Claims Probes
35. Picture This
36. Plus–Delta
37. PMI (Plus–Minus–Interesting)
38. Ranking Tasks
39. RAQ (Revise, Add, Question) Feedback
40. Reflective Toss
41. Slide Sort
42. Success Indicators
43. Talk Moves
44. TAR (Target, Analogy, Reflection)
45. Thumbs Up, Down, Sideways
46. Traffic Light Sliders
47. Vernacular Probes
48. VDR (Vote, Discuss, Revote)
49. What Did I Learn Today?
50. Word Sort
Appendix: Annotated Resources for Science Formative Assessment
References
Index

About the Author

Page is a prolific author of over twenty national best-selling and award-winning books, including twelve books in the Uncovering Student Ideas in Science series, four books in the first edition Curriculum Topic Study series, and four books in the Science and Mathematics Formative Assessment- Practical Strategies for Linking Assessment, Instruction, and Learning series. Several of her books have received prestigious awards in educational publishing.  She has authored numerous journal articles and contributed to several book chapters. She is a frequent invited speaker at regional, national, and international conferences on the topic of formative assessment in science, understanding students’ (and teachers’) thinking, and teaching for conceptual understanding.

Prior to leaving the classroom to work at the Maine Mathematics and Science Alliance in 1996, Page taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level, serving two terms as President of the Maine Science Teachers Association and NSTA District II Director 1995-1998 and NSTA Executive Board member (prior to the Board and Council restructuring in 1997). She received the Presidential Award for Excellence in Secondary Science Teaching in 1992 and the Milken National Distinguished Educator Award in 1993.

Since leaving the classroom in 1996, her work in leadership and professional development has been nationally recognized.  In 2008 she was elected the 63rd President of the National Science Teachers Association (NSTA), the world′s largest organization of K-12, university, and informal science educators. In 2009 she received the National Staff Development Council’s (now Learning Forward) . In 2013 she received the Outstanding Leadership in Science Education award from the National Science Education Leadership Association (NSELA) and in 2018, The Distinguished Service to Science Education Award from NSTA.  She has served as an adjunct instructor at the University of Maine, was a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, was a science literacy leader for the AAAS/Project 2061 Professional Development Program, and served on several national advisory boards. She has a strong interest in global science education and has led science/STEM education delegations to South Africa (2009), China (2010), India (2012), Cuba (2014), Iceland (2017), Panama (2018), and Costa Rica (2019).

Prior to entering the teaching profession, Page was a research assistant for immunogeneticist, Dr. Leonard Shultz, at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences/pre-veterinary studies from the University of New Hampshire and her Masters degree in Science Education from the University of Maine. In her spare time she enjoys travel, reading, photography, fiber art, and dabbles in modernist cooking and culinary art. A Maine resident for almost 40 years, Page and her husband currently reside in Fort Myers, FL and Wickford, RI. Page can be contacted at pagekeeley@gmail.com or through her web site at www.uncoveringstudentideas.org

Reviews

"In the spirit of the first FACTS book, Volume 2 continues to build on a repository of effective strategies for assessment - as, of and for - learning. Keeley has done a great service to educators by compiling these strategies into an easy to access resource, providing the necessary background and helping to move these strategies into the "Next Generation" of science instruction."
*Craig T. Gabler, Regional Science Coordinator*

"Teachers everywhere are spending a lot of time and energy looking for ways to increase student achievement. Well, the answer is not a big secret, nor is it expensive. Fortunately, Page Keely has an answer. Improved performance lies in using formative assessments as an integral aspect of a lesson. In this book Keely shows how 50 formative assessments, in the form of FACTs, can lead to greater student success in science."
*Douglas Llewellyn*

"The Next Generation Science Standards provide a wide open opportunity for engagement with students and science.  We are in a time of assessing for learning rather than assessment of learning.  Page Keeley has provided 50 new ideas that educators at all grade levels can use to find out what their students understand and how that learning is progressing throughout instruction.  It is easy to use and implement in your classroom. Science Assessment Volume 2 is a treasure trove of ideas that tie learning, instruction, and assessment together.  It is a timely resource at the right time!"
*James T. McDonald, Professor of Science Education*

"This book is paramount to how students learn, question, and critically think about the real world.  Page Keely’s Science Formative Assessment- Volume 2: 50 More Strategies Linking Assessment, Instruction, and Learning invites teachers to purposefully engage in the complex practices of crafting authentic student discourse in fun and energetic ways.  Teachers will absolutely rave about the new probes in Mrs. Page’s insightful book!"
*Karen Dupre Jacobs, Secondary Science Coordinator*

"Differentiating instruction in science is a key pedagogical skill for teachers.  Page Keely makes it seem-less for teachers in Science Formative Assessment- Volume 2: 50 More Strategies Linking Assessment.  By addressing misconceptions head-on, teachers will be able to assess commonplace misconceptions and help move their students toward making a conceptual shift in scientific thought."
*Gelyn Cornell, Elementary Science Coordinator*

"Science teachers can transform their classrooms into collaborative, positive learning environments through probes highlighted in Page Keeley’s Science Formative Assessment- Volume 2: 50 More Strategies Linking Assessment.  Teachers are provided strategies and probes that are designed to have their students discuss their ideas collaboratively with each other in groups, carefully listen to the ideas of their peers, modify their thinking based upon reasoning, claims, and evidence- all part of the scientific process!  This informs teachers’ future instruction and builds students’ confidence and collegiality along the way."
*Denia Puerto-Rivera, District Science Interventionist*

"The probes and strategies utilized in Page Keeley’s book Science Formative Assessment- Volume 2: 50 More Strategies Linking Assessment serve as a springboard for scientific authenticity and promote inquiry in the classroom.  They serve as a great foundation for checking for student understanding and guide thinking through argumentation, writing, reasoning, drawing, and discourse. As teachers of student-scientists, our job is to prepare the next generation of innovators."
*Monica Ibanez, District Science Interventionist*

"If you are a fan of Page and have her first book, volume 2 is a powerful addition to your library of formative assessment tools. If you are new to Page, you can′t lose by owning both books. These 50 strategies range from quick "on the fly" techniques to thought-probing activities that link to Page′s ′Uncovering Student Ideas′ series."
*David Vernot, Curriculum Consultant*

"As a professional development provider, I am always looking for materials that translate abstract theory into concrete practice.  Keeley has hit a ′home run′!  This book provides extensive examples of strategies that teachers can immediately implement to inform teaching and promote learning."
*Joyce Tugel, Science Specialist*

"Science Formative Assessment, Volume 2 contains a wealth of tools that encourage students to engage in practices such as scientific argumentation and discourse.  By emphasizing the alignment of the FACT with Science and Engineering Practices, Keeley provides multiple ways for teachers to monitor more than the disciplinary core ideas being taught."
*Susan German, Science Teacher*