000 06333nam a2201225Ia 4500
000 04573cam a2200361 i 4500
001 25856
003 0
005 20250920170852.0
008 080723s2009 caua b 001 0 eng
010 _z
_z
_o
_a2008031919
_b
015 _22
_a
016 _2
_2
_a
_z
020 _e
_e
_a9781412962964 (cloth);141296296X (cloth);9781412962971 (pbk.);1412962978 (pbk.)
_b
_z
_c
_q
_x
022 _y
_y
_l
_a2
024 _2
_2
_d
_c
_a
_q
028 _a
_a
_b
029 _a
_a
_b
032 _a
_a
_b
035 _a
_a(OCoLC)227016966;(OCoLC)227016966
_b
_z
_c
_q
037 _n
_n
_c
_a
_b
040 _e
_erda
_aDLC
_dBTCTA;BAKER;C#P;YDXCP;CDX;BWX;MOF;IXA;IAY;CDN;DEBBG;OCLCQ;BDX;OCLCF;OCLCO
_beng
_cDLC
041 _e
_e
_a
_b
_g
_h
_r
043 _a
_an-us---
_b
045 _b
_b
_a
050 _a
_aLB1585
_d
_b.H274 20092
_c0
051 _c
_c
_a
_b
055 _a
_a
_b
060 _a
_a
_b
070 _a
_a
_b
072 _2
_2
_d
_a
_x
082 _a
_a
_d
_b2
_c
084 _2
_2
_a
086 _2
_2
_a
090 _a
_aLB1585
_m
_b.H274 2009
_q
092 _f
_f
_a
_b
096 _a
_a
_b
097 _a
_a
_b
100 _e
_e
_aHammerman, Elizabeth L.
_d
_b4
_u
_c0
_q16
110 _e
_e
_a
_d
_b
_n
_c
_k
111 _a
_a
_d
_b
_n
_c
130 _s
_s
_a
_p
_f
_l
_k
210 _a
_a
_b
222 _a
_a
_b
240 _s
_s
_a
_m
_g
_n
_f
_l
_o
_p
_k
245 0 _a
_aFormative assessment strategies for enhanced learning in science, K-8 /
_d
_b
_n
_cElizabeth Hammerman.
_h6
_p
246 _a
_a
_b
_n
_i
_f6
_p
249 _i
_i
_a
250 _6
_6
_a
_b
260 _e
_e
_a
_b
_f
_c
_g
264 _3
_3
_aThousand Oaks, California :
_d
_bCorwin Press,
_c[2009];copyright 2009.46
300 _e
_e
_c28 cm.
_axiii, 129 pages :
_billustrations
310 _a
_a
_b
321 _a
_a
_b
336 _b
_atext
_2rdacontent
337 _3
_30
_b
_a2
338 _3
_30
_b
_avolume
_2rdacarrier
340 _2
_20
_g
_n
344 _2
_2
_a0
_b
347 _2
_2
_a0
362 _a
_a
_b
385 _m
_m
_a2
410 _t
_t
_b
_a
_v
440 _p
_p
_a
_x
_v
490 _a
_a
_x
_v
500 _a
_a
_d
_b
_c56
504 _a
_aIncludes bibliographical references (p. 121-125) and index.
_x
505 _a
_aPreface Uses for Formative Assessment Strategies to Enhance Learning in Science Introduction Student-Centered Instruction and Assessment Changing Practice to Improve Learning An Overview of Chapters Acknowledgments About the Author 1. Formative Assessment and Science New Ways of Thinking About Assessment Goal-Centered Assessment Research Support for Formative Assessment Creating a Vision for Formative Assessment Examining Beliefs and Practices Traditional vs. Student-Centered Views of Assessment Formative Assessment as Authentic Assessment Clear Targets for Instruction and Assessment Goals for School Science Scientific Literacy Science Content Categories Scientific Habits of Mind 2. Using Rubrics to Guide Learning The What and Why of Rubrics Holistic Rubrics Holistic Rubric for a Science Report Limitations to Holistic Scoring Designing Holistic Rubrics Generalized Rubrics Examples of Generalized Rubrics Analytic Rubrics Assessment Tasks With Analytic Rubrics Assessment Tasks for a Unit on Climate Designing Analytic Rubrics Rubrics for Fun The Greatest Chocolate Chip Cookie Rubrics for Self-Assessment and Peer Assessment Design a Rubric 3. Observation Checklists and Effective Questioning Observation Checklists Sample Observation Checklists Effective Questioning Questions for Thinking and Problem Solving Questions for Instruction and Assessment Questions Throughout Instruction Informal Questioning Questions to Create Meaning Questions Aligned With Inquiries 4. Notebooks, Reports, Graphic Organizers Notebooks Notebooks as Assessment Tools Rubric for a Science Notebook Lab Reports Lab Reports for Learning and Assessment Rubric for a Lab Report Graphic Organizers Descriptive Organizers Sequential Organizers Process-Casual Organizers Categorical Organizers Comparison-Related Organizers Problem-Solution Organizers 5. Projects and Presentations Learning Through Projects Assessing Projects Rubric for a Project Learning Through Presentations Assessing Presentations 6. Performance Tasks and Embedded Assessments Performance Assessment Performance Assessment and Instruction Performance Tasks Performance Task K-4: Changes in Earth and Sky Performance Task 5-8: Transfer of Energy in a Food Chain A Generalized Rubric for a Performance Task Embedded Assessments A Model for Embedded Assessments Sample Embedded Performance Task Designing Embedded Performance Assessments Performance Assessments Following Instruction Sample Performance Assessments Performance Assessment as Benchmark Assessment Characteristics of Benchmark Assessments Sample Benchmark Assessment Benchmark Assessment: I Can Make a Difference 7. Planning and Implementing Formative Assessment Characteristics of High-Quality Instruction and Assessment Planning Formative Assessment A Planning Guide for Formative Assessment Planning Guide for a Unit on Cells Using Assessment Data to Modify Instruction Project Choices Adjusting Assignments Stations Centers Contracts Formative Assessment and Accountability References Index.
_b
_t
_g
_r
506 _a
_a5
510 _a
_a
_x
520 _b
_b
_c
_a
_u
521 _a
_a
_b
533 _e
_e
_a
_d
_b
_n
_c
540 _c
_c
_a5
542 _g
_g
_f
546 _a
_a
_b
583 _5
_5
_k
_c
_a
_b
590 _a
_a
_b
600 _b
_b
_v
_t
_c2
_q
_a
_x0
_z
_d
_y
610 _b
_b
_v
_t2
_x
_a
_k0
_p
_z
_d6
_y
611 _a
_a
_d
_n2
_c0
_v
630 _x
_x
_a
_d
_p20
_v
648 _2
_2
_a
650 _x
_xStudy and teaching (Elementary);Evaluation.
_aScience;Educational tests and measurements
_d
_b
_zUnited States;United States.
_y20
_v
651 _x
_x
_a
_y20
_v
_z
655 _0
_0
_a
_y2
_z
700 _i
_i
_t
_c
_b
_s1
_q
_f
_k40
_p
_d
_e
_a
_l
_n6
710 _b
_b
_t
_c
_e
_f
_k40
_p
_d5
_l
_n6
_a
711 _a
_a
_d
_b
_n
_t
_c
730 _s
_s
_a
_d
_n
_p
_f
_l
_k
740 _e
_e
_a
_d
_b
_n
_c6
753 _c
_c
_a
767 _t
_t
_w
770 _t
_t
_w
_x
773 _a
_a
_d
_g
_m
_t
_b
_v
_i
_p
775 _t
_t
_w
_x
776 _s
_s
_a
_d
_b
_z
_i
_t
_x
_h
_c
_w
780 _x
_x
_a
_g
_t
_w
785 _t
_t
_w
_a
_x
787 _x
_x
_d
_g
_i
_t
_w
800 _a
_a
_d
_l
_f
_t0
_q
_v
810 _a
_a
_b
_f
_t
_q
_v
830 _x
_x
_a
_p
_n
_l0
_v
942 _a
_alcc
_cBK
999 _c17095
_d17095