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There are 53735 results for: content related to: Linking a learning progression for natural selection to teachers' enactment of formative assessment

  1. Exploring the influence of learning progressions in two teacher communities

    Journal of Research in Science Teaching

    Volume 51, Issue 8, October 2014, Pages: 982–1020, Erin Marie Furtak and Sara C. Heredia

    Article first published online : 6 JUN 2014, DOI: 10.1002/tea.21156

  2. Investigating the Link Between Learning Progressions and Classroom Assessment

    Science Education

    Volume 98, Issue 4, July 2014, Pages: 640–673, ERIN MARIE FURTAK, DEB MORRISON and HEIDI KROOG

    Article first published online : 18 JUN 2014, DOI: 10.1002/sce.21122

  3. Misconceptions about “misconceptions”: Preservice secondary science teachers' views on the value and role of student ideas

    Science Education

    Volume 96, Issue 5, September 2012, Pages: 927–959, Douglas Larkin

    Article first published online : 25 JUL 2012, DOI: 10.1002/sce.21022

  4. A learning progression for water in socio-ecological systems

    Journal of Research in Science Teaching

    Volume 49, Issue 7, September 2012, Pages: 843–868, Kristin L. Gunckel, Beth A. Covitt, Ivan Salinas and Charles W. Anderson

    Article first published online : 21 JUN 2012, DOI: 10.1002/tea.21024

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    Expanding the CBAL™ Mathematics Assessments to Elementary Grades: The Development of a Competency Model and a Rational Number Learning Progression

    ETS Research Report Series

    Volume 2014, Issue 1, June 2014, Pages: 1–41, Meirav Arieli-Attali and Gabrielle Cayton-Hodges

    Article first published online : 19 MAY 2014, DOI: 10.1002/ets2.12008

  6. Educational Assessment Knowledge and Skills for Teachers

    Educational Measurement: Issues and Practice

    Volume 30, Issue 1, Spring 2011, Pages: 3–12, Susan M. Brookhart

    Article first published online : 17 MAR 2011, DOI: 10.1111/j.1745-3992.2010.00195.x

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    The missing disciplinary substance of formative assessment

    Journal of Research in Science Teaching

    Volume 48, Issue 10, December 2011, Pages: 1109–1136, Janet E. Coffey, David Hammer, Daniel M. Levin and Terrance Grant

    Article first published online : 7 SEP 2011, DOI: 10.1002/tea.20440

  8. From Evidence to Action: A Seamless Process in Formative Assessment?

    Educational Measurement: Issues and Practice

    Volume 28, Issue 3, Fall 2009, Pages: 24–31, Margaret Heritage, Jinok Kim, Terry Vendlinski and Joan Herman

    Article first published online : 2 SEP 2009, DOI: 10.1111/j.1745-3992.2009.00151.x

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    The Role of Language Learning Progressions in Improved Instruction and Assessment of English Language Learners

    TESOL Quarterly

    Volume 48, Issue 3, September 2014, Pages: 480–506, Alison L. Bailey and Margaret Heritage

    Article first published online : 22 AUG 2014, DOI: 10.1002/tesq.176

  10. Understanding the co-construction of inquiry practices: A case study of a responsive teaching environment

    Journal of Research in Science Teaching

    Volume 49, Issue 4, April 2012, Pages: 429–464, April C. Maskiewicz and Victoria A. Winters

    Article first published online : 23 JAN 2012, DOI: 10.1002/tea.21007

  11. Developing and assessing a force and motion learning progression

    Science Education

    Volume 93, Issue 3, May 2009, Pages: 389–421, Alicia C. Alonzo and Jeffrey T. Steedle

    Article first published online : 2 SEP 2008, DOI: 10.1002/sce.20303

  12. Teachers learning from professional development in elementary science: Reciprocal relations between formative assessment and pedagogical content knowledge

    Science Education

    Volume 96, Issue 2, March 2012, Pages: 265–290, Andrew Falk

    Article first published online : 17 SEP 2011, DOI: 10.1002/sce.20473

  13. Commentary: Evaluating the Validity of Formative and Interim Assessment

    Educational Measurement: Issues and Practice

    Volume 28, Issue 3, Fall 2009, Pages: 32–37, Lorrie A. Shepard

    Article first published online : 2 SEP 2009, DOI: 10.1111/j.1745-3992.2009.00152.x

  14. Supporting valid interpretations of learning progression level diagnoses

    Journal of Research in Science Teaching

    Volume 46, Issue 6, August 2009, Pages: 699–715, Jeffrey T. Steedle and Richard J. Shavelson

    Article first published online : 2 JUL 2009, DOI: 10.1002/tea.20308

  15. Preservice elementary teachers' views of their students' prior knowledge of science

    Journal of Research in Science Teaching

    Volume 45, Issue 4, April 2008, Pages: 497–523, Valerie K. Otero and Mitchell J. Nathan

    Article first published online : 24 JAN 2008, DOI: 10.1002/tea.20229

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    Building a Framework for a Next-Generation English Language Proficiency Assessment System

    ETS Research Report Series

    Mikyung Kim Wolf, Phil Everson, Alexis Lopez, Maurice Hauck, Emilie Pooler and Joyce Wang

    Article first published online : 10 NOV 2014, DOI: 10.1002/ets2.12034

  17. You have free access to this content
    Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry

    Journal of Research in Science Teaching

    Volume 44, Issue 1, January 2007, Pages: 57–84, Maria Araceli Ruiz-Primo and Erin Marie Furtak

    Article first published online : 8 DEC 2006, DOI: 10.1002/tea.20163

  18. Making students' thinking explicit in writing and discussion: An analysis of formative assessment prompts

    Science Education

    Volume 92, Issue 5, September 2008, Pages: 799–824, Erin Marie Furtak and Maria Araceli Ruiz-Primo

    Article first published online : 29 FEB 2008, DOI: 10.1002/sce.20270

  19. Developing a multi-year learning progression for carbon cycling in socio-ecological systems

    Journal of Research in Science Teaching

    Volume 46, Issue 6, August 2009, Pages: 675–698, Lindsey Mohan, Jing Chen and Charles W. Anderson

    Article first published online : 7 JUL 2009, DOI: 10.1002/tea.20314

  20. The characteristics of formative assessment in science education

    Science Education

    Volume 85, Issue 5, September 2001, Pages: 536–553, Beverley Bell and Bronwen Cowie

    Article first published online : 24 AUG 2001, DOI: 10.1002/sce.1022