Page Keeley is the senior science program director at the Maine Mathematics and Science Alliance (MMSA). She directs projects in the areas of leadership, professional development, standards and research on learning, formative assessment, and mentoring and coaching, and consults with school districts and organizations nationally. She has been the principal investigator on three NSF-funded projects: the Northern New England Co-Mentoring Network, a school-based mentoring program that supported science and mathematics professional learning communities for middle and high school mentors and new teachers; Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Cognitive Research; and PRISMS- Phenomena and Representations for Instruction of Science in Middle School, a National Digital Library collection of Web resources aligned to standards and reviewed for instructional quality. In addition she is a co-PI on two statewide projects: Science Content, Conceptual Change, and Collaboration (SC4), a state MSP focused on conceptual change teaching in the physical sciences for K–8 teachers and a National SemiConductor Foundation grant on Linking Science, Inquiry, and Language Literacy (L-SILL). Keeley is the author of ten nationally published books, including four books in the Curriculum Topic Study series (Corwin Press), four volumes in the Uncovering Student Ideas in Science: 25 Formative Assessment Probes series (NSTA Press), Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning (Corwin and NSTA Press), and Mathematics Formative Assessment: 50 Practical Strategies for Linking Assessment, Instruction, and Learning (in press).

Keeley taught middle and high school science for 15 years. At that time she was an active teacher leader at the state and national level. She received the Presidential Award for excellence in Secondary Science Teaching in 1992 and the Milken National Educator Award in 1993. She has served as an adjunct instructor at the University of Maine, is a Cohort 1 Fellow in the National Academy for Science and Mathematics Education Leadership, served as a science literacy leader for the AAAS/Project 2061 Professional Development Program, and has served on several national advisory boards. She is a frequent speaker at national conferences and served as the 63rd President of the National Science Teachers Association (NSTA) for the 2008-09 term.

Preface
Acknowledgments
About the Author
Chapter 1: An Introduction to Formative Assessment Classroom Techniques (FACTs)
What Does a Formative Assessment-Centered Classroom Look Like?
Why Use FACTs?
How Does Research Support the Use of FACTs?
Classroom Environments That Support Formative Assessment
Connecting Teaching and Learning
Understanding Misconceptions in Science: Misconceptions About Misconceptions
Making the Shift to a Formative Assessment-Centered Classroom
Connections to Current State Standards, A Framework for K-12 Science Education, Next Generation Science Standards, and Literacy Capacities
Chapter 2: Connecting FACTs to Instruction and Learning
Integrating Assessment and Instruction
Assessment That Promotes Thinking and Learning
Linking Assessment, Instruction, and Learning: The Science Assessment, Instruction, and Learning (SAIL) Cycle
Stages in the SAIL Cycle
Engagement and Readiness
Eliciting Prior Knowledge
Exploration and Discovery
Concept and Skill Development
Concept and Skill Transfer
Self-Assessment and Reflection
Selecting and Using FACTs to Strengthen the Link Between Assessment, Instruction, and Learning
Chapter 3: Considerations for Selecting, Implementing, and Using Data From FACTs
Selecting FACTs
Selecting FACTs to Match Learning Goals and Standards
FACTs and Core Disciplinary Content
FACTs and the Scientific and Engineering Practices
Selecting FACTs to Match Teaching Goals
The Critical Importance of Classroom Context in Selecting FACTs
Planning to Use and Implement FACTs
Starting Off With Small Steps
Maintaining and Extending Implementation
25 Way to Lead Learning About Formative Assessment
Using Data From the FACTs
Chapter 4: Get the FACTs! 75 Science Formative Assessment Classroom Techniques (FACTs)
1. A&D Statements
2. Agreement Circles
3. Annotated Student Drawings
4. Card Sorts
5. CCC-Collaborative Clued Corrections
6. Chain Notes
7. Commit and Toss
8. Concept Card Mapping
9. Concept Cartoons
10. Data Match
11. Directed Paraphrasing
12. Explanation Analysis
13. Fact First Questioning
14. Familiar Phenomenon Probes
15. First Word-Last Word
16. Fishbowl Think Aloud
17. Fist to Five
18. Focused Listing
19. Four Corners
20. Frayer Model
21. Friendly Talk Probes
22. Give Me Five
23. Guided Reciprocal Peer Questioning
24. Human Scattergraph
25. Informal Student Interviews
26. Interest Scale
27. I Think-We Think
28. I Used to Think . . . But Now I Know
29. Juicy Questions
30. Justified List
31. Justified True or False Statements
32. K-W-L Variations
33. Learning Goals Inventory (LGI)
34. Look Back
35. Missed Conception
36. Muddiest Point
37. No-Hands Questioning
38. Odd One Out
39. Paint the Picture
40. Partner Speaks
41. Pass the Question
42. A Picture Tells a Thousand Words
43. P-E-O Probes (Predict, Explain, Observe)
44. POMS-Point of Most Significance
45. Popsicle Stick Questioning
46. Prefacing
47. PVF-Paired Verbal Fluency
48. Question Generating
49. Recognizing Exceptions
50. Refutations
51. Representation Analysis
52. RERUN
53. Scientists' Ideas Comparison
54. Sequencing Cards
55. Sticky Bars
56. STIP-Scientific Terminology Inventory Probe
57. Student Evaluation of Learning Gains
58. Synectics
59. Ten-Two
60. Thinking Log
61. Think-Pair-Share
62. Thought Experiments
63. Three-Minute Pause
64. Three-Two-One
65. Traffic Light Cards
66. Traffic Light Cups
67. Traffic Light Dots
68. Two-Minute Paper
69. Two or Three Before Me
70. Two Stars and a Wish
71. Two-Thirds Testing
72. Volleyball-Not Ping-Pong!
73. Wait Time Variations
74. What Are You Doing and Why?
75. Whiteboarding
Appendix: Annotated Resources for Science Formative Assessment
References
Index