Literaturnachweis - Detailanzeige
| Autor/inn/en | Kobrin, Jennifer L.; Larson, Sarah; Cromwell, Ashley; Garza, Patricia |
|---|---|
| Titel | A Framework for Evaluating Learning Progressions on Features Related to Their Intended Uses |
| Quelle | In: Journal of Educational Research and Practice, 5 (2015) 1, S.58-73 (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2167-8693 |
| Schlagwörter | College Readiness; Career Readiness; Learning Processes; Student Development; Common Core State Standards; Academic Standards; Curriculum Development; Summative Evaluation; Formative Evaluation; Faculty Development; Educational Assessment; Mathematics; Academic Achievement; Misconceptions; Usability; Problem Solving; Validity; Pedagogical Content Knowledge |
| Abstract | In recent years, learning progressions (LPs) have captured the interest of educators and policy makers. There have been numerous efforts to develop LPs aligned to college and career readiness standards, to unpack these standards, and to provide more clarity on the pathways students follow to reach them. There is great variation, however, in the structure, content, and features of LPs, and these have implications for the LP's most appropriate use. The purpose of this research was to devise a framework to understand and evaluate key features of an LP, including its structure, content, usability, and validity evidence. We maintain that educators and other stakeholders should understand these key features so they can evaluate whether an LP is appropriate for an intended use. (As Provided). |
| Anmerkungen | Walden University, LLC. 100 Washington Avenue South Suite 900, Minneapolis, MN 55401. Tel: 800-925-3368; Fax: 612-338-5092; e-mail: JERAP@waldenu.edu; Web site: http://scholarworks.waldenu.edu/jerap |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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