https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.21525

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

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...

An argument for formative assessment with science learning progressions

This article addresses the teaching and learning side of the learning progressions literature, calling out for measurement specialists the knowledge most needed when collaborating with subject-matt...

Learning progressions as tools for assessment and learning

Building on the work of teacher noticing, this study investigated teachers’ noticing of students’ thinking evident in artifacts from their science teaching context. Prior work on teachers’ noticing...

Teachers’ Noticing of Students’ Thinking in Science Through Classroom Artifacts: In What Ways Are Science and Engineering Practices Evident?

Learning progressions as tools for supporting teacher content knowledge and pedagogical content knowledge about water in environmental systems

While learning progressions (LPs) hold promise as instructional tools, researchers are still in the early stages of understanding how teachers use LPs in formative assessment practices. We report o...

Teachers’ use of learning progression-based formative assessment in water instruction

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Teachers’ use of learning progression-based formative assessment in water instruction