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Related Publications by the Authors

Authors Page Keeley and Cheryl Rose Tobey have authored additional publications related to formative assessment:

Science Curriculum Topic Study- Bridging the Gap Between Standards and Practice (Keeley, 2005) is co-published by Corwin Press and NSTA. This best-seller book, with a Foreword by Harold Pratt, is one of four products resulting from the NSF-funded project Curriculum Topic Study- A Systematic Approach to National Standards and Cognitive Research. One of the applications in the book is the process for developing CTS Science Formative Assessment Probes using the process and formats in the USI series. You can learn more about the CTS project by visiting the CTS web site.

 

Mathematics Curriculum Topic Study- Bridging the Gap Between Standards and Practice (Keeley and Rose, 2006) is published by Corwin Press. This best-seller book, with a Foreword by Dr. Joan Ferrini-Mundy, is one of four products resulting from the NSF-funded project Curriculum Topic Study- A Systematic Approach to National Standards and Cognitive Research. One of the applications in the book is the process for developing CTS Mathematics Formative Assessment Probes using the process and formats in the UTI series. You can learn more about the CTS project by visiting the CTS web site.

 

A Leader's Guide to Science Curriculum Topic Study (Mundry, Keeley, and Landel, 2010) is co-published by Corwin Press and NSTA. This guide is one of four products resulting from the NSF-funded project Curriculum Topic Study- A Systematic Approach to National Standards and Cognitive Research. The guide is designed for teacher leaders, professional developers, pre-service faculty and anyone who facilitates teacher learning using the CTS tools and processes. One of the applications in the book is the process for developing CTS Science Formative Assessment Probes using the process and formats in the USI series. There is a complete professional development module for facilitating the formative assessment probe development process for groups who wish to develop their own assessment probes. You can learn more about the CTS project by visiting the CTS web site.

A Leader's Guide to Mathematics Curriculum Topic Study (Keeley, Mundry, Rose Tobey, and Carroll, In Press) is co-published by Corwin Press. This guide is one of four products resulting from the NSF-funded project Curriculum Topic Study- A Systematic Approach to National Standards and Cognitive Research. The guide is designed for teacher leaders, professional developers, pre-service faculty and anyone who facilitates teacher learning using the CTS tools and processes. One of the applications in the book is the process for developing CTS Mathematics Formative Assessment Probes using the process and formats in the UTI series. There is a complete professional development module for facilitating the formative assessment probe development process for groups who wish to develop their own assessment probes. You can learn more about the CTS project by visiting the CTS web site.

Science & Children Journal- Formative Assessment Probes monthly column by Page Keeley features an assessment probe from the Uncovering Student Ideas series and a FACT or other strategy for using the probe. Written specifically for elementary educators, the column helps K-5 teachers adapt the probes for their grade level, understand the underpinnings of the probe and how it links to teaching and learning, and suggestions for ways to use it with a variety of students. NSTA members can download each monthly column from the Science & Children NSTA web site. Non-NSTA members can purchase each article through the NSTA Learning Center for $0.99. Download a copy of Keeley's June 2011 column, "Formative Assessment Probes- With a Purpose", which summarizes the purposeful use of each of the probes featured in all of the 2010-2011 issues.

Using Standards and Cognitve Research to Inform the Designh and Use of Formative Assessment Probes, by Page Keeley and Francis Eberle, is a chapter in the book, Assessing Science Learning- Perspectives from Research and Practice, published by NSTA Press and edited by Janet Coffey, Rowena Douglas, and Carole Stearns. The chapter is based on the session Keeley and Eberle presented at the NSTA Research and Dissemination Conference in Anaheim, CA, 2006. The chapter describes the assessment probe development process and how it has been used with teachers to develop standards-and research-based formative assessment probes.

 

 

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