Formative Assessment Probes: Assessment for All

Autor/in	Keeley, Page
Titel	Formative Assessment Probes: Assessment for All
Quelle	In: Science and Children, 51 (2014) 5, S.32-35 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Formative Evaluation; Student Evaluation; Elementary School Teachers; Elementary School Students; Science Instruction; Student Diversity; Cultural Relevance; English Language Learners; Emergent Literacy; Language Usage; Preferences; Age Differences; Academic Ability + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Frühleseunterricht; Sprachgebrauch; Age; Difference; Age difference; Altersunterschied
Abstract	Today's elementary teachers are faced with many different types of learners in their classrooms. Students come to the science classroom with a wide range of out-of-school experiences, different cultural and economic backgrounds, languages, learning styles, and cognitive levels that affect how they engage in and learn science. Page Keeley, developer of the science formative assessment probes for the "Uncovering Student Ideas" series, tries to anticipate and address the needs of all learners who might be using the probes. However, each classroom is unique and teachers are encouraged to modify the probes to best address the diversity in their own student populations. This column describes some of the features of formative assessment probes designed to broadly address all students as well as ways teachers can make further modifications to meet the diverse needs within their own classrooms. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10