The Feedback Loop: Using Formative Assessment Data for Science Teaching and Learning - PB405X

Zora M. Wolfe,Howard M. Glasser,Erin Marie Furtak

ISBN 10: 194131614X / ISBN 13: 9781941316146

Published by National Science Teachers Associ, 2016

About this Item

Connecting readers with great books since 1972! Used books may not include companion materials, and may have some shelf wear or limited writing. We ship orders daily and Customer Service is our top priority!

Seller Inventory # S_470017210

Bibliographic Details

• Title: The Feedback Loop: Using Formative Assessment Data for Science Teaching and Learning - PB405X
• Publisher: National Science Teachers Associ
• Publication Date: 2016
• Language: English
• ISBN 10: 194131614X
• ISBN 13: 9781941316146
• Binding: Paperback
• Condition: Very Good

About this title

Synopsis

What really helps your students learn science: Labs? Group work? Certain types of problems or test questions? Something you never even thought about? Find out with data that go way beyond what standardized test scores tell you. The Feedback Loop describes a process by which you design formative assessments of what you do and collect a variety of forms of data. Then, the book shows you ways to actually use the information to improve your teaching.

Drawing on research-based findings and the experiences of both new and veteran classroom teachers, the guide offers practical ideas for middle and high school teachers, regardless of discipline. The first chapters introduce the Feedback Loop framework; highlight the four elements of goals, tools, data, and inferences; and explore how to close the loop by connecting inferences and goals through feedback. Later chapters show how to use the full loop to inform your instruction. The book supports the Next Generation Science Standards and includes classroom vignettes that ground the ideas in real-life situations. Meant to illuminate without overwhelming you, The Feedback Loop's data-driven approach will support student learning and help strengthen your teaching practice in your very next lesson or unit.

About the Author

Erin Marie Furtak writes about science education reform, formative assessment, and academic life. She is a professor of STEM Education at the University of Colorado specializing in Science Education. Through her research, she seeks to better understand how science teachers improve their classroom practices through everyday, ongoing assessment, and how to broaden students' opportunities to learn through formative assessment. She lives in small-town Colorado with her family and two dogs.