An Argument for Formative Assessment with Science Learning Progressions

Autor/in	Alonzo, Alicia C.
Titel	An Argument for Formative Assessment with Science Learning Progressions
Quelle	In: Applied Measurement in Education, 31 (2018) 2, S.104-112 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1080/08957347.2017.1408630
Schlagwörter	Skill Development; Behavioral Objectives; Science Education; Formative Evaluation; Evaluation Methods; Affordances; Science Teachers; Evidence; Student Evaluation; Thinking Skills + Suchen Sie Ihr Suchwort? Kompetenzentwicklung; Qualifikationsentwicklung; Naturwissenschaftliche Bildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Evidenz; Schulnote; Studentische Bewertung; Denkfähigkeit
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01