Formative Assessment for 3D Science Learning

Erin Marie Furtak is professor of STEM education at the School of Education, University of Colorado Boulder. Dr. Furtak received the 2011 Presidential Early Career Award for Scientists and Engineers (PECASE) and the German Chancellor Fellowship from the Alexander von Humboldt Foundation (2006).

Preface
My History in Science and Formative Assessment
Why I Wrote This Book
Scope
To Whom This Book Is DirectedAcknowledgments

PART I: FRAMING

1. It's Time to Rethink Formative Assessment in Science Education
What Is Formative Assessment in Science?
New Understandings About Learning That Influence Curriculum, Instruction, and Assessment
Formative Assessment for Ambitious and Equitable 3D Science Learning
Example: What Can We Do to Keep Our Community Healthy?
Initial Drawings
Family Activity
How to Read This Book

2. Broadening Our View of Science Formative Assessment
Formative Assessment in a System of Classroom Activity
Defining Elements of a Formative Assessment Activity System
How Activity Systems Work to Support Learning Through Formative Assessment
Looking Ahead

3. Formative Assessment as a Vehicle for Equity and Justice in Science Learning
Structural Influences on Science Formative Assessment
Constraints on Formative Assessment
Formative Assessment as a Vehicle for Equity and Justice
Self-Reflection for Ambitious and Equitable Teaching
Centering Equity and Justice in Formative Assessment: Examples
Equity and Justice: Connective Threads for Formative Assessment Design and Enactment

PART II: TASKS AND PRACTICES

4. Questions Worth Answering: The Role of Phenomena in Formative Assessment
Considerations for Phenomena
Types of Phenomena for Formative Assessment
How Different Phenomena Support Formative Assessment Across an Instructional Unit
Resources for Identifying Phenomena for Formative Assessment
Putting It All Together: Framing Formative Assessment Tasks With Phenomena

5. Formative Assessment Tasks: Artifacts and Material Representations of Student Thinking
What Do We Mean by "Tasks"?
The Role of Formative Assessment Tasks
Integrating the Three Dimensions in Formative Assessment Tasks
Elements of Multicomponent Formative Assessment Task Design: Supporting Learners to Show What They Know
Putting It All Together: Redesigning a Multicomponent Formative Assessment Task
Beyond Paper and Pencil: Technology-Assisted Formative Assessment Tasks
Looking Ahead: The Importance of Practices and Feedback

6. Norms, Routines, and Community: Classroom Enactment of Formative Assessment
What Do We Mean by "Enactment"?
Participation Structures
Norms and Routines
Talk Moves: Essential Elements of Formative Assessment Classroom Practices
Putting It All Together: A Formative Assessment Conversation to Support the Development of Student Thinking

7. Feedback
Feedback to Support Science Learning
A Model of Feedback
Technology
Feedback Within and Across Lessons: Short, Medium, and Long Cycles
A Challenging, but Key Practice to Support Student Learning

PART III: BEYOND THE CLASSROOM

8. Tools and Routines for Professional Learning: Collaborative Formative Assessment Design  
Teacher Professional Learning Through Formative Assessment Design
Steps for Collaborative Formative Assessment Design
Increasing Opportunities for Teachers to Learn Through Collaboration and Formative Assessment Co-Design

9. Learning Progressions: Tools for Formative Assessment
Defining Learning Progressions
Learning Progressions for Three-Dimensional Assessment
Three Uses for Learning Progressions in Formative Assessment
Features of Learning Progressions That Support Formative Assessment
Potential to Guide Formative Assessment, With Caution

10. Conclusion: Formative Assessment for Ambitious and Equitable Science Learning: Toward a New Horizon
Main Arguments
What Can We Do?
Closing

Appendix A. Phenomenon Planner

Appendix B. Coffee Cup Task

Appendix C. Formative Assessment Task Design Checklist

Appendix D. Weather in Three Places Task

Appendix E. Snowmelt Task

Appendix F. High Elevation Task

Appendix G. Enactment Planning Guide

Appendix H. Skateboarder Modeling Task

Appendix I. Sample Meeting Agendas for Collaborative Formative Assessment Design

Appendix J. Learning Progression Unit Planner

References

Index

About the Author