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Keeley, Page. (2008). Science formative assessment: 75 practical strategies for linking
assessment instruction, and learning. Thousand Oaks, CA, Corwin Press.
Keeley, Page. (2008). Science formative assessment: 75 practical strategies for linking
assessment instruction, and learning. Thousand Oaks, CA, Corwin Press.
When to use: Human Scatterplots can be used at the beginning of a unit or lesson.
Why: It is a quick way to see what the students are thinking and their confidence level as well. Students
are able to get up and move.
FACT # 14- Four Corners
Description: Teacher poses a multiple choice question. Students go to one corner of the room with
students that have the same answer. Students share their justification for their answer with their group.
They may move to another group if they change their minds.
When to use: Best used after a lesson or series of lessons.
Why: Gives students an opportunity to compare their thinking with that of their classmates. Teacher can
get a quick visual of where the entire class stands.
FACT # 15: Fish Bowl Think Aloud
Description: This technique is used to listen in on the thinking of a sampling of students in a class. Four
or five students are selected to be a in a fishbowl, sitting together in a cluster or the front of the
classroom. The rest of the group listens to the conversation. Provide the students in the fishbowl with an
interesting open-ended prompt for discussion to begin the thinking process. Example: Is air necessary for
gravity to act on an object?
When to use: This FACT requires the students in the fishbowl to think out loud, describe their thinking,
and explain the reasons for their ideas. The other students are mentally comparing their ideas to what
they are hearing in the fishbowl.
Why: As the teacher listens in on the conversation, understandings, and misconceptions can be noted that
may need to be address in subsequent instruction.
FACT #16: Focused Listing
Description: Focused listing asks students to recall ideas and experiences related to a science topic they
encountered in a prior instructional unit or grade. Students list as many concepts as they can recall about
the activity.
When to use: Use at the beginning of a new unit of study.
Why: It helps teachers to gauge students readiness and familiarity with facts, ideas, knowledge, or skills
from a previous unit of instruction.
FACT # 17- Two Stars and a Wish
Description: Students give feedback to their peers on their work. The two stars would describe what the
student did well on their work. The wish provides the student with an idea for revision.
When to use: Can be used any time students are peer conferencing.
Why: Gives positive feedback and gives the student a focus for revision
FACT # 18- Justified List
Description: Students are given a statement about a concept. Examples are given that fit and do not fit
the statement. Students check the examples that fit the statement and provide justification for their
thinking.
When to use: Can be used at the beginning as a pre-assessment.
Why: Teacher may use the information to plan lessons. Can show the level of student understanding.
Keeley, Page. (2008). Science formative assessment: 75 practical strategies for linking
assessment instruction, and learning. Thousand Oaks, CA, Corwin Press.
Why: Teachers can see preconceived ideas before beginning a unit. Sequences should be saved so the
students can see their growth.
FACT # 20 What Are You Doing and Why?
Description: Students are asked what are they doing and why are they doing it as they are involved in an
activity. It encourages teachers to be clear about the purpose of the lesson and/or unit.
When to use: Can be used at any point in a unit to check to students are clear on goals for lesson and/or
unit.
Why: This strategy informs the teachers instruction. Teacher is able to check to see if the goals are being
met.
FACT # 21 K-W-L Variations
Description: Students record what they know about a concept (K). Describe what they want to know (W)
and then detail what they have learned (L).
When to use: This strategy is used through a unit.
Why: Students are invested in their learning. Teachers can use chart to plan to address misconceptions,
plan lessons that students are interested and ensure that desired outcomes are being met.
21- K-W-L Variations
K-W-F: What I know, what I wonder, this is how I will find out
K-T-F: What I know for sure, this is what I think I know, this is how I found out
O-W-L: This is what I observed, this is what I wonder, this is what I learned
P-O-E: This is what I predict, what I observed, this is how I can explain it
KLEW Get a KLEW about evidence
FACT # 22- Commit and Toss
Description: Students are given a question to answer on paper and are told not to put their name on it.
When all students have completed the sheet, they are asked to crumple their sheet and toss it into the
middle of the room. Students are asked to pick up one crumpled ball and share the ideas on that paper
with a partner.
When to use: Can be used at any time in a unit.
Why: Helps teacher get a snapshot of the whole class thinking. Helps students to see there are other
ideas besides their own. It is nonthreatening. All ideas can be shared.
Keeley, Page. (2008). Science formative assessment: 75 practical strategies for linking
assessment instruction, and learning. Thousand Oaks, CA, Corwin Press.