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Making Students' Thinking Explicit in Writing and Discussion: An Analysis of Formative Assessment Prompts

机译：在写作和讨论中使学生的思维清晰：形成性评估提示的分析

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The National Research Council ([NRC], 2001) has stated that formativeassessment is essential to fulfilling the mission of the National Science Education Standards(NRC, 1996). This paper explores the relative utility of four different types of formativeassessment prompts in eliciting middle school students' ideas about sinking and floating.Students' written responses and statements in classroom discussions around each of theprompts are compared. Results indicate that the relative success of the prompts in eliciting a.`"range of conceptions may depend on the openness and familiarity of the prompts. Promptswith fewer constraints and unfamiliar settings elicited a range of student conceptions inwriting; however, discussions surrounding the prompts were more likely to elicit ideas atthe expected level, or no student ideas at all. A comparison of the prompts revealed that thediversity of students' responses in writing was not reflected in classroom discussions. Thestudy suggests that open-format formative assessment prompts may function better whenused as a basis for teachers to elicit a range of student ideas in writing, whereas constrained-outcome space prompts may be more appropriate for whole-class conversations that focusstudents upon scientifically appropriate responses.
机译：国家研究委员会（[NRC]，2001年）指出，形成性评估对于完成国家科学教育标准（NRC，1996）的使命至关重要。本文探讨了四种不同类型的形成性评估提示在引起中学生沉没和漂浮思想方面的相对效用。比较了学生在课堂上围绕每个提示的书面回应和陈述。结果表明，提示在引发一系列构想方面的相对成功可能取决于提示的公开性和熟悉性。提示较少的约束和不熟悉的设置会引发一系列学生构想的写作;但是，围绕提示的讨论是比较提示显示，学生在课堂讨论中没有反映学生书面反应的多样性;研究表明，开放格式的形成性评估提示在使用时可能会更好地发挥作用。作为教师以书面形式引出各种学生想法的基础，而局限性的结果空间提示可能更适合于全班级对话，使学生侧重于科学上适当的回应。

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