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ERIC Number: EJ1035147
Record Type: Journal
Publication Date: 2014-Jan
Pages: 4
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-0036-8148
Formative Assessment Probes: Assessment for All
Keeley, Page
Science and Children, v51 n5 p32-35 Jan 2014
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.
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A