ERIC Number: EJ1172008
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
An Argument for Formative Assessment with Science Learning Progressions
Alonzo, Alicia C.
Applied Measurement in Education, v31 n2 p104-112 2018
Learning progressions--particularly as defined and operationalized in science education--have significant potential to inform teachers' formative assessment practices. In this overview article, I lay out an argument for this potential, starting from definitions for "formative assessment practices" and "learning progressions" (both in science education and more subject-general literature). By aligning the challenges that teachers face in enacting formative assessment practices with the affordances of learning progressions, I explain how learning progressions may support these practices. Finally, I preview how the articles in the special issue address this hypothesis.
Descriptors: Skill Development, Behavioral Objectives, Science Education, Formative Evaluation, Evaluation Methods, Affordances, Science Teachers, Evidence, Student Evaluation, Thinking Skills
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Sponsor: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1253036