Learning progressions as a simplified model
Examining teachers' reported uses to inform classroom assessment practices
Dados Bibliográficos
| ID | 21392861 |
|---|---|
| Autores | Alicia C Alonzo (0000-0003-4978-5833, Department of Teacher Education Michigan State University East Lansing Michigan USA, autor correspondente), Michelle Wooten (0000-0003-0448-4041, Department of Teacher Education Michigan State University East Lansing Michigan USA), Julie Christensen (0000-0002-9396-5973, Department of Teacher Education Michigan State University East Lansing Michigan USA) |
| Ano | 2022 |
| Volume | 106 |
| Fascículo | 4 |
| Páginas | 852-889 |
| Data de publicação | 2022-07-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Science Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21713 |
| OpenAlex | W4229025243 |
| Idioma | EN |
| Citações recebidas | 3 |
| Referências citadas | 80 |
As models of how students' thinking may change over time, learning progressions (LPs) have been considered as supports for teachers' classroom assessment practices. However, like all models, LPs provide simplified representations of complex phenomena. One key simplification is the characterization of student thinking using levels—that is, the twin assumptions that student thinking is both coherent and consistent. While useful for the design of standards and curricula, the LP level simplification may threaten the basic premise that LPs could be used to diagnose a student's level and then provide tailored instruction in response. At the same time, our work with teachers suggests that, even with their simplifications, LPs may be useful in the classroom. Thus, rather than abandoning LPs, we sought to understand their potential affordances by exploring how teachers learn from LPs (knowledge‐ for ‐practice) and contribute to deeper understanding of LP use (knowledge‐ of ‐practice) as they identify and enact uses of these tools. To do so, we engaged high school physics teachers in a 2‐year, LP‐based professional development program. Based on qualitative analyses of planning meetings and interviews with the teachers, we describe how teachers used LPs to support classroom assessment with varying reliance on the LP level simplification. Although teachers used LPs in ways that relied on the coherence and consistency assumptions of the LP level simplification, uses of LPs that did not require these assumptions were more prevalent both within and across teachers. This study's findings have implications for research, teacher professional development, and the design of LPs
Affordance · Cognitively Guided Instruction · Coherence (philosophical gambling strategy) · Consistency (knowledge bases) · Curriculum · Epistemology · Mathematics education · Pedagogy · Premise · Professional development · Teaching method · Computer Science · Evaluation of Teaching Practices · Mathematics · Psychology · Science Education and Pedagogy · Student Assessment and Feedback
Teachers’ perception, interpretation, and decision-making
Formative assessment
Relationships of Knowledge and Practice
A learning progression for scientific argumentation
Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry
Formative assessment and the design of instructional systems
Characterizing the formative assessment enactment of experienced science teachers
Developing knowledge-in-action with a learning progression
The Power of Feedback
Making Space
Moving Beyond the "Get it or Don't" Conception of Formative Assessment
Views from the Classroom
| Obras citantes distintas | 3 |
|---|---|
| Citações por ano | 1,5 |
| Intervalo de citações | 2024 - 2025 (2) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 3 |