Supporting science teaching practice with learning progressions
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Learning progressions are often used as foundations for curriculum and assessment. At the same time, as representations of the development of student ideas and practices, they can also serve as maps to support teachers during instruction. This paper describes a program of research in which my colleagues and I have investigated how learning progressions can support high school science teachers in cycles of co-designing formative assessments.
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1973 ◽
2018 ◽
Vol 22
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pp. 293-304
2011 ◽
Vol 15
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pp. 757-776
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1995 ◽
Vol 32
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pp. 503-520
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2017 ◽
Vol 88
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pp. 421-429
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