Enhancing Scientific Understanding through Informal Formative Assessment Practices

1. Exploring Teachers’ Informal Formative Assessment Practices and Students’Understanding in the Context of Scientific Inquiry Source: Journal Of Research In Science Teaching Vol. 44, No. 1, pp. 57–84 (2007) Author: Maria Araceli Ruiz-Primo, Erin Marie Furtak Speaker: Cheng-Yi Li Date: 2009/02/06

2. Introduction (1 of 6) • Formative assessment • An assessment for learning, not for grading • It can improve student’s learning performance

3. Introduction (2 of 6) • There are two kind of formative assessment • Formal formative assessment is held at planned time by teacher • Like group discussion in class • Informal formative assessment take place in any student-teacher interaction • Like classroom talk

4. Introduction (3 of 6)

5. Introduction (4 of 6) • This paper focus on the latter type of formative assessment

6. Introduction (5 of 6) • Assessment conversations help student develop: • Epistemic frameworks • for developing and evaluating scientific reasoning • Conceptual structures • reasoning scientifically • Social processes • focus on how knowledge is communicated, represented, and argued.

7. Introduction (6 of 6) Eliciting Strategies for each dimension

8. Environment setting • The data is obtained from a large project called FAST (Foundational Approaches to Science Teaching) • And select first unit titled ‘‘Properties of Matter” as the test subject. • Select 3 teachers from 12 participated teachers.

10. The Experiment (1 of 3) • Procedure Instruction Coding Exam

11. The Experiment (2 of 3) • Instruction • Place the digital camera, record their interaction and conversation

12. The Experiment (3 of 3) • Coding Identify the assessment conversation Coding

14. Result (1 of 2)

15. Result (2 of 2)