Contents
Foreword Lorrie A. Shepard xiii
Preface xv My History in Science and Formative Assessment xviWhy I Wrote This Book xviiScope xviiiTo Whom This Book Is Directed xviii
Acknowledgments xxi
PART I: FRAMING
1. It’s Time to Rethink Formative Assessment in Science Education 3 What Is Formative Assessment in Science? 4New Understandings About Learning That Influence Curriculum, Instruction, and Assessment 5Formative Assessment for Ambitious and Equitable 3D Science Learning 11Initial Drawings 15Family Activity 15How to Read This Book 16
2. Broadening Our View of Science Formative Assessment 19 Formative Assessment in a System of Classroom Activity 21Defining Elements of a Formative Assessment Activity System 23How Activity Systems Work to Support Learning Through Formative Assessment 33Looking Ahead 38
3. Formative Assessment as a Vehicle for Equity and Justice in Science Learning 39 Structural Influences on Science Formative Assessment 40Constraints on Formative Assessment 43Formative Assessment as a Vehicle for Equity and Justice 45Self-Reflection for Ambitious and Equitable Teaching 47Centering Equity and Justice in Formative Assessment: Examples 49Equity and Justice: Connective Threads for Formative Assessment Design and Enactment 53
PART II: TASKS AND PRACTICES
4. Questions Worth Answering: The Role of Phenomena in Formative Assessment 57 Considerations for Phenomena 58Types of Phenomena for Formative Assessment 63How Different Phenomena Support Formative Assessment Across an Instructional Unit 66Resources for Identifying Phenomena for Formative Assessment 69Putting It All Together: Framing Formative Assessment Tasks With Phenomena 69
5. Formative Assessment Tasks: Artifacts and Material Representations of Student Thinking 71 What Do We Mean by “Tasks”? 72The Role of Formative Assessment Tasks 73Integrating the Three Dimensions in Formative Assessment Tasks 75Elements of Multicomponent Formative Assessment Task Design: Supporting Learners to Show What They Know 81Putting It All Together: Redesigning a Multicomponent Formative Assessment Task 92Beyond Paper and Pencil: Technology-Assisted Formative Assessment Tasks 100Looking Ahead: The Importance of Practices and Feedback 103
6. Norms, Routines, and Community: Classroom Enactment of Formative Assessment 105 What Do We Mean by “Enactment”? 105Participation Structures 106Norms and Routines 111Talk Moves: Essential Elements of Formative Assessment Classroom Practices 118Putting It All Together: A Formative Assessment Conversation to Support the Development of Student Thinking 119
7. Feedback 125 Feedback to Support Science Learning 126A Model of Feedback 127Medium Cycles 138
PART III: BEYOND THE CLASSROOM
8. Tools and Routines for Professional Learning: Collaborative Formative Assessment Design 143 Teacher Professional Learning Through Formative Assessment Design 144Steps for Collaborative Formative Assessment Design 145Increasing Opportunities for Teachers to Learn Through Collaboration and Formative Assessment Co-Design 159
9. Learning Progressions: Tools for Formative Assessment 161 Defining Learning Progressions 161Learning Progressions for Three-Dimensional Assessment 163Three Functions for Learning Progressions in Formative Assessment 164Features of Learning Progressions That Support Formative Assessment 174Potential to Guide Formative Assessment, With Caution 176
10. Conclusion: Formative Assessment for Ambitious and Equitable Science Learning: Toward a New Horizon 177 Main Arguments 177What Can We Do? 178Closing 179
Appendix A. Phenomenon Planner 181
Appendix B. Heated Cup Task 183
Appendix C. Formative Assessment Task Design Checklist 185
Appendix D. Weather in Three Places Task 187
Appendix E. Snowmelt Task 189
Appendix F. High-Elevation Task 191
Appendix G. Enactment Planning Guide 197
Appendix H. Skateboarder Modeling Task 199
Appendix I. Sample Meeting Agendas for Collaborative Formative Assessment Design 201
Appendix J. Learning Progression Unit Planner 203
References 205
Index 221
About the Author 227