By Page Keeley, National Science Teachers Association
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Extra resources for Science formative assessment: 75 practical strategies for linking assessment, instruction, and learning
Qxd 2/26/2008 12:10 PM Page 37 Considerations for Selecting, Implementing, and Using Data From FACTs • Let students know why you are using a particular FACT. When the purpose is made explicit to them and they understand how it helps their learning, the quality of responses to a FACT will be higher. • Elicit students’ ideas in a context that is familiar to them when selecting a FACT. Avoid the use of scientific terminology students may be unfamiliar with, particularly during the elicitation phase.
Know what they or the teacher needs to do in order for them to learn effectively, • monitor their current understanding and recognize the basis for their ideas, • recognize how new knowledge relates to or challenges their existing conceptions, • know what questions to ask to further one's understanding, • are able to evaluate claims and ideas of others, and/or • can monitor the extent to which they are able to contribute to others’ learning. qxd 18 2/26/2008 10:34 AM Page 18 Science Formative Assessment Providing support for metacognition and peer and self-assessment is an important use of several of the FACTs described in Chapter 4.
SELF-ASSESSMENT AND REFLECTION Encouraging reflection and self-assessment helps students develop important metacognitive skills that help them monitor their own thinking and learning. Students learn to think about learning as well as think about thinking. The distinction here is that self-assessment helps students think about whether the content makes sense. Reflection helps them think about how they make sense of the content. qxd 26 2/26/2008 10:34 AM Page 26 Science Formative Assessment are aware of their learning, and the need to further differentiate instruction for individual students.