UNCOVERING STUDENT IDEAS IN SCIENCE, VOL. 1: 25 FORMATIVE ASSESSMENT PROBES
Book ID/图书代码: 09653014B71998
English Summary/英文概要: This book is loaded with classroom-friendly tools to pinpoint what your students know (or think they know) so you can adjust your teaching accordingly. At the book’s heart are 25 "probes." These brief, easily administered activities will reveal your students’ thinking on 44 core science topics, grouped by light, sound, matter, gravity, heat and temperature, life science, and Earth and space science.
Chinese Summary/中文概要: 本书运用适于课堂的温和方法来帮你确定自己的学生是否已经消化(或认为他们了解到)在课堂内所学的知识,这样你就可以相应地,调整您的教学方法。书的核心内容是25个”探索性调查 “。这些简短,容易掌控的课外活动将显示你的学生的对44核心科学主题的想法,按照光,声音,物质,重力,热量和温度、生命科学、地球和空间科学来划分。(Sandy)
Awards/获奖情况:Incredible Resource a National Board must have. I first discovered Page’s "Uncovering Student Ideas" series when I began my National Board certification process. The prompts provided me with lots of great class discussion prompts and quick assessments I could use with my students to identify the misconceptions they had on the big ideas of Science. I have used the entire series for assessing student understanding, small and large group class discussions, and to fill those 5 or 10 minute "unexpected" moments that arise during the day. The prompts are so popular, students beg to do them because they feel like,"We learn so much!" This series is so helpful, I would not consider teaching without it. --Reviewed by: Sandra Gady (Renton, WA) on January 13, 2011
Used for a hands-on workshop. I used the series Uncovering Student Ideas in Science in two of my workshops on lecture-free teaching. These sessions were for high school and middle school science teachers. In one instance, the teachers (with whom I had worked previously) picked one of the formative assessments, tried it in their classrooms before the scheduled workshop date, and reported to the rest of the group about how it worked. In the second instance, I brought the books to the workshop and gave the teachers about 30 minutes to find an assessment appropriate for one of their classes, make copies for the other participants, and try the assessment on the workshop participants. In both cases each presentation was followed by critique and suggestions from other workshop participants. --Reviewed by: Bonnie Wood (Presque Isle, ME) on July 24, 2008
Great Resource! The formative assessment probes are useful and have allowed us to move forward with an more comprehensive assessment plan. --Reviewed by: Amy (Newark, DE) on July 14, 2008
About the Author/作者介绍: Page Keeley is senior science program director, Francis Eberle is executive director, and Joyce Tugel is science specialist at the Maine Mathematics and Science Alliance, where they develop, coordinate, and implement science education initiatives at the state and national levels. Combined, they have more than 35 years of teaching experience in middle and high school science. Keeley and Eberle have also served as adjunct faculty in the University of Maine system. Their work with teachers has covered professional development, leadership, standards, curriculum development, assessment, and school reform.
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