Learning Progressions in Science: Current Challenges and Future Directions
Alicia C. Alonzo, Amelia Wenk Gotwals
Springer Science & Business Media, Jul 30, 2012 - Education - 496 pages
Learning progressions – descriptions of increasingly sophisticated ways of thinking about or understanding a topic (National Research Council, 2007) – represent a promising framework for developing organized curricula and meaningful assessments in science. In addition, well-grounded learning progressions may allow for coherence between cognitive models of how understanding develops in a given domain, classroom instruction, professional development, and classroom and large-scale assessments. Because of the promise that learning progressions hold for bringing organization and structure to often disconnected views of how to teach and assess science, they are rapidly gaining popularity in the science education community. However, there are signi?cant challenges faced by all engaged in this work. In June 2009, science education researchers and practitioners, as well as scientists, psychometricians, and assessment specialists convened to discuss these challenges as part of the Learning Progressions in Science (LeaPS) conference. The LeaPS conference provided a structured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments to elicit student responses relative to learning progressions; modeling and interpreting student performance with respect to a learning progressions; and using learning progressions to in?uence standards, curricula, and teacher education. This book presents speci?c examples of learning progression work and syntheses of ideas from these examples and discussions at the LeaPS conference.
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accounts Alonzo Anderson approach assessment items associated astronomy Bayesian networks big idea carbon carbon cycle celestial motion challenges chapter children’s classroom cognitive concept and skill conditional probabilities construct map core ideas curricula curriculum defining describe evaluation evidence example explain Figure focus formative assessment Gotwals grade grade bands identify instruction Interviewer item response item response theory knowledge and practices Krajcik KSAs large-scale assessment latent class models learning progression framework learning progression research lower anchor LP framework LP levels LP-based items materials matter and energy measurement metaknowledge middle knowledge modeling practice multiple NAEP OMC items pathways performance phenomena photosynthesis progress variables psychometric reasoning reconceptualization Research in Science revision scaffolds scale science education Science Teaching scientific modeling scientific practices scoring sophisticated specific standards stepping stones strand structure student learning student thinking tasks teachers theory upper anchor weight