PAGE KEELEY is the primary author of the Uncovering Student Ideas Series in Science and the Formative Assessment- 75 Practical Strategies Linking Assessment, Instruction, and Learning series (the "FACTs books"). She began writing assessment probes back in the early 1990's after being inspired by reading the seminal article, Teaching for Conceptual Change- Confronting Children's Experience by Bruce Watson and Dick Konicek, which resulted in developing the first probe used with her students, The Mitten Problem, which is a classic now published in Volume 1 of Uncovering Student Ideas in Science (Keeley et al., , 2005). With over 150 assessment probes and over 100 FACTs, she continues to develop and publish assessment probes and strategies for science and mathematics educators.
In her "day job", Page is the Senior Science Program Director at the Maine Mathematics and Science Alliance (MMSA) where she has been the science specialist since 1996. She directs projects and provides professional development in the areas of leadership, professional development, linking standards and research on learning, formative assessment, and mentoring and coaching to teachers, school districts, and organizations throughout the U.S. and internationally.
She has been the principal investigator and project director on 3 major National Science Foundation-funded projects including the Northern New England Co-Mentoring Network, PRISMS- Phenomena and Representations for Instruction of Science in Middle School, and Curriculum Topic Study- A Systematic Approach to Utilizing National Standards and Cognitive Research. In addition she has directed state MSP projects including TIES K-12- Teachers Integrating Engineering into Science K-12 and a National Semi-Conductor Foundation grant, Linking Science, Inquiry, and Language Literacy (L-SILL), and several Maine-NASA initiatives. She also directs the Maine Governor’s Academy for Science and Mathematics Education Leadership, which completed it third cohort group of Maine teacher leaders.
Page is the author of twelve national best-selling books, including four books in the Curriculum Topic Study Series, six volumes in the Uncovering Student Ideas in Science series, and a science and a mathematics version of Formative Assessment- 75 Practical Strategies for Linking Assessment, Instruction, and Learning. Most recently she has been consulting with school districts and organizations throughout the U.S. on building teachers’ capacity to use diagnostic and formative assessment. She is also a formative assessment probe writer for Glencoe McGraw-Hill's middle school science program. She is a frequent invited speaker at regional and national conferences on the topic of formative assessment in science and mathematics.
Prior to joining the Maine Mathematics and Science Alliance in 1996, Page 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, the Milken National Distinguished Educator Award in 1993, the AT&T Maine Governor’s Fellow in 1994, and the National Staff Development Council’s (now Learning Forward) Susan Loucks-Horsley Award for Leadership in Science and Mathematics Professional Development in 2009. 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, was a science literacy leader for the AAAS/Project 2061 Professional Development Program, and serves on several national advisory boards. She is the science education delegation leader for the People to People Citizen Ambassador Professional Programs, leading the South Africa trip in 2009, China in 2010, and India in 2011.
Prior to teaching, Page was the research assistant for immunologist, Dr. Leonard Shultz, at the Jackson Laboratory of Mammalian Genetics in Bar Harbor, Maine. She received her B.S. in Life Sciences from the University of New Hampshire and her Masters in Science Education from the University of Maine. In 2008 Page was elected the 63rd President of the National Science Teachers Association (NSTA). In her spare time she gardens on her 25 acre small farm in Maine and enjoys photography, cooking, and sharing her recipes on her Maine Keeley's Kitchen Kapers Food Blog.
CHERYL ROSE TOBEY is the primary author of the Uncovering Student Thinking in Mathematics series and co-author of Mathematics Formative Assessment- 75 Practical Strategies Linking Assessment, Instruction, and Learning. She is a Senior Mathematics Associate at the Education Development Center (EDC) where she is the implementation director for the Pathways to Mathematics Achievement Study and is a mathematics specialist for the NSF-funded Formative Assessment in the Mathematics Classroom: Engaging Teachers and Students (FACETS) and Differentiated Professional Development: Building Mathematics Knowledge for Teaching Struggling Students (DPD) projects. She also serves as a project director for an Institute for Educational Science (IES) project, Eliciting Mathematics Misconceptions (EM2). Her work is primarily in the areas of formative assessment and professional development.
Prior to joining EDC, Tobey was the senior program director for mathematics at the Maine Mathematics and Science Alliance (MMSA), where she served as the co-principal investigator of the mathematics section of the NSF-funded Curriculum Topic Study, and principal investigator and project director of two Title IIa State Mathematics and Science Partnership projects. Prior to working on these projects, Tobey was the co-principal investigator and project director for MMSA’s NSF-funded Local Systemic Change Initiative, Broadening Educational Access to Mathematics in Maine (BEAMM).
Rose Tobey was a fellow in Cohort 4 of the National Academy for Science and Mathematics Education Leadership. She is a frequent presenter at national conferences and consults with school districts in New England and nationally. Before joining MMSA in 2001 to begin working with teachers, Tobey was a high school and middle school mathematics educator for 10 years. She received her BS in secondary mathematics education from the University of Maine at Farmington and her MEd from City University in Seattle.
Co-Authors and Contributing Authors
Dr. Rand Harrington - Co-author of the Uncovering Student Ideas in Physical Science Series.
Dr. Cary Sneider- Co-author of Uncovering Student Ideas in Astronomy
Dr. Francis Eberle- Co-author of Uncovering Student Ideas in Science- Volumes 1,2,and 3)
Lynn Farrin- Contributing author of Uncovering Student Ideas in Science- Volume 1.
Joyce Tugel- Contributing author of Uncovering Student Ideas in Science- Volumes 1 and 4.
Chad Dorsey- Contributing author of Uncovering Student Ideas in Science- Volume 3
Carolyn Arline- Co-author of Uncovering Student Thinking in Mathematics- K-12 and 6-12 versions
Leslie Minton- Co-author of Uncovering Student Thinking in Mathematics- K-12 and K-5 versions