1 / 9

Enhancing Learning with Formative Assessment: Engaging Students in Scientific Thinking

This guide explores formative assessment strategies that promote deeper understanding among students. By assessing prior knowledge, students become aware of their own thinking and understand discrepancies between their ideas and scientific concepts. Resources like NSTA Concept Cartoons stimulate discussion through intriguing arguments, while methods like "Gimme Five" and "Missed Conception" help students reflect on their learning. The guide also provides techniques for anonymous response gathering through card sorts and sticky bars, fostering a collaborative learning environment that encourages critical thinking.

dalmar
Download Presentation

Enhancing Learning with Formative Assessment: Engaging Students in Scientific Thinking

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Formative Assessment Assessment for Learning

  2. Assessing Prior Knowledge • More than asking children “what they know” about a topic • Should make students aware of their thinking and discrepancies between their ideas and others’ ideas • Should be integrated in the learning experience

  3. Resources from NSTA

  4. Concept Cartoon • show characters arguing about an everyday situation • are designed to intrigue, to provoke discussion and stimulate scientific thinking • the scientifically acceptable viewpoint is included in the alternatives • the alternatives are given equal status

  5. Gimme Five! • What was the most significant learning you had during the chromatography experiment? Students are given a prompt, then take a couple minutes for a “quiet think.” Five students share their reflection with the class.

  6. Missed Conception “The reason we have seasons is that, as the Earth revolves around the sun, it is closer to the sun in the summertime; therefore, it is warmer in summer and colder in winter.” • Why do you think some people have this idea about the reason for season? • What things could you do to help someone understand the scientific explanation for seasons? How would this help someone give up his or her original idea in favor of the scientific one? • Did you ever have a similar Missed Conception at the beginning of this unit or sometime during your life? Do you think you might still hold on to your previous ideas or parts of them? How and/or why has your thinking changed or not changed?

  7. A & D Statements

  8. Card Sorts

  9. Commit & Toss/ Sticky Bars • Students respond to a formative assessment probe (anonymous) • Students are asked to “toss out” an idea… • Post-it graphs help compare the class responses

More Related