Exploring Alignment among Learning Progressions, Teacher-Designed Formative Assessment Tasks, and Student Growth: Results of a Four-Year Study

Autor/inn/en	Furtak, Erin Marie; Circi, Ruhan; Heredia, Sara C.
Titel	Exploring Alignment among Learning Progressions, Teacher-Designed Formative Assessment Tasks, and Student Growth: Results of a Four-Year Study
Quelle	In: Applied Measurement in Education, 31 (2018) 2, S.143-156 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2017.1408624
Schlagwörter	Skill Development; Behavioral Objectives; Science Teachers; Biology; Secondary School Teachers; Experienced Teachers; Faculty Development; Formative Evaluation; Learning Activities; Pretests Posttests; Student Evaluation; Alignment (Education); Science Instruction; Student Development; Teacher Made Tests; Scaffolding (Teaching Technique); High School Students + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Biologie; Lernaktivität; Schulnote; Studentische Bewertung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This article describes a 4-year study of experienced high school biology teachers' participation in a five-step professional development experience in which they iteratively studied student ideas with the support of a set of learning progressions, designed formative assessment activities, practiced using those activities with their students, enacted the activities, and then reflected on next steps to guide their instruction. Drawing on classroom artifacts and student responses to a pre-post assessment, we examined the alignment of teacher-created formative assessment tasks with the learning progressions, as well as student learning relative to the progressions. A partial-credit Model revealed that the majority of students' learning reflected learning from lower- to upper-anchors on multiple learning progressions. This finding suggests that, by participating in the professional learning experience, teachers were able to successfully support student learning of the content as represented in the majority of the learning progressions. Results are interpreted in light of learning progressions being used as scaffolds for formative assessment design and practice. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01