Investigating the Link between Learning Progressions and Classroom Assessment

Autor/inn/en	Furtak, Erin Marie; Morrison, Deb; Kroog, Heidi
Titel	Investigating the Link between Learning Progressions and Classroom Assessment
Quelle	In: Science Education, 98 (2014) 4, S.640-673 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
Schlagwörter	Learning Processes; High School Students; Educational Assessment; Biology; Multiple Choice Tests; Pretests Posttests; Video Technology; Transcripts (Written Records); Case Studies; Professional Development; Meetings + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Education; assessment; Bewertungssystem; Biologie; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Case study; Fallstudie; Case Study; Meeting; Tagung
Abstract	An increasing number of researchers are calling for learning progressions to be used as interpretive frameworks for teachers conducting classroom assessment. The argument posits that by linking classroom assessments to learning progressions, teachers will have better resources to interpret and take instructional action on the basis of what students know. In this paper, we draw on data from a research project in which we have supported high school biology teachers in interpreting student responses to a multiple-choice classroom assessment linked to a learning progression for natural selection. We draw upon multiple sources of data, including student responses to a pre-post classroom assessment, artifacts from professional development sessions, and videotapes and transcripts of professional development meetings to construct a case study of one department of teachers as they came to understand the learning progression, interpreted results of classroom assessments, and revised their instruction. We use this case to illustrate the promise and challenges associated with linking classroom assessments to learning progressions. We conclude with recommendations to the field and suggestions for future work in this area. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10