SEARCH

SEARCH BY CITATION

Cited in:

CrossRef

This article has been cited by:

  1. 1
    Gavin W. Fulmer, Ling L. Liang, Xiufeng Liu, Applying a Force and Motion Learning Progression over an Extended Time Span using the Force Concept Inventory, International Journal of Science Education, 2014, 36, 17, 2918

    CrossRef

  2. 2
    Julia D. Plummer, L. Maynard, Building a learning progression for celestial motion: An exploration of students' reasoning about the seasons, Journal of Research in Science Teaching, 2014, 51, 7
  3. 3
    Mark Wilson, Consideraciones para la medición de las progresiones de aprendizaje en donde el aprendizaje objetivo se representa como un ciclo, Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana, 2014, 51, 1, 156

    CrossRef

  4. 4
    William R. Penuel, Jere Confrey, Alan Maloney, André A. Rupp, Design Decisions in Developing Learning Trajectories–Based Assessments in Mathematics: A Case Study, Journal of the Learning Sciences, 2014, 23, 1, 47

    CrossRef

  5. 5
    Troy L. Cox, Ray Clifford, Empirical Validation of Listening Proficiency Guidelines, Foreign Language Annals, 2014, 47, 3
  6. 6
    Robert E. Slavin, Cynthia Lake, Pam Hanley, Allen Thurston, Experimental evaluations of elementary science programs: A best-evidence synthesis, Journal of Research in Science Teaching, 2014, 51, 7
  7. 7
    João Pedro Correia das Neves, Rute Cristina Rocha Monteiro, How full is your luggage? Background knowledge of zoo visitors regarding sharks, Environmental Education Research, 2014, 20, 3, 291

    CrossRef

  8. 8
    Julia D. Plummer, Spatial thinking as the dimension of progress in an astronomy learning progression, Studies in Science Education, 2014, 50, 1, 1

    CrossRef

  9. 9
    Gavin W. Fulmer, VALIDATING PROPOSED LEARNING PROGRESSIONS ON FORCE AND MOTION USING THE FORCE CONCEPT INVENTORY: FINDINGS FROM SINGAPORE SECONDARY SCHOOLS, International Journal of Science and Mathematics Education, 2014,

    CrossRef

  10. 10
    Melanie M. Cooper, Leah M. Corley, Sonia M. Underwood, An investigation of college chemistry students' understanding of structure–property relationships, Journal of Research in Science Teaching, 2013, 50, 6
  11. 11
    Leanne R. Ketterlin-Geller, Paul Yovanoff, EunJu Jung, Kimy Liu, Josh Geller, Construct Definition Using Cognitively Based Evidence: A Framework for Practice, Educational Assessment, 2013, 18, 2, 122

    CrossRef

  12. 12
    Hui Jin, Li Zhan, Charles W Anderson, Developing a Fine-Grained Learning Progression Framework for Carbon-Transforming Processes, International Journal of Science Education, 2013, 35, 10, 1663

    CrossRef

  13. 13
    Per Morten Kind, Establishing Assessment Scales Using a Novel Disciplinary Rationale for Scientific Reasoning, Journal of Research in Science Teaching, 2013, 50, 5
  14. 14
    Nicole A. Shea, Ravit Golan Duncan, From Theory to Data: The Process of Refining Learning Progressions, Journal of the Learning Sciences, 2013, 22, 1, 7

    CrossRef

  15. 15
    William P Fisher, A Jackson Stenner, Overcoming the Invisibility of Metrology: A Reading Measurement Network for Education and the Social Sciences, Journal of Physics: Conference Series, 2013, 459, 012024

    CrossRef

  16. 16
    L R Pendrill, William P Fisher, Quantifying Human Response: Linking metrological and psychometric characterisations of Man as a Measurement Instrument, Journal of Physics: Conference Series, 2013, 459, 012057

    CrossRef

  17. 17
    Mark Wilson, Seeking a Balance Between the Statistical and Scientific Elements in Psychometrics, Psychometrika, 2013, 78, 2, 211

    CrossRef

  18. 18
    Knut Neumann, Tobias Viering, William J. Boone, Hans E. Fischer, Towards a learning progression of energy, Journal of Research in Science Teaching, 2013, 50, 2
  19. 19
    Jan C. Hadenfeldt, Sascha Bernholt, Xiufeng Liu, Knut Neumann, Ilka Parchmann, Using Ordered Multiple-Choice Items To Assess Students’ Understanding of the Structure and Composition of Matter, Journal of Chemical Education, 2013, 90, 12, 1602

    CrossRef

  20. 20
    Hui Jin, Charles W. Anderson, A learning progression for energy in socio-ecological systems, Journal of Research in Science Teaching, 2012, 49, 9
  21. 21
    Melanie M. Cooper, Sonia M. Underwood, Caleb Z. Hilley, Michael W. Klymkowsky, Development and Assessment of a Molecular Structure and Properties Learning Progression, Journal of Chemical Education, 2012, 89, 11, 1351

    CrossRef

  22. 22
    Christina Weiland, Christopher B. Wolfe, Michael D. Hurwitz, Douglas H. Clements, Julie H. Sarama, Hirokazu Yoshikawa, Early mathematics assessment: validation of the short form of a prekindergarten and kindergarten mathematics measure, Educational Psychology, 2012, 32, 3, 311

    CrossRef

  23. 23
    Alicia C. Alonzo, Learning progressions: significant promise, significant challenge, Zeitschrift für Erziehungswissenschaft, 2012, 15, 1, 95

    CrossRef

  24. 24
    Daniel T. Hickey, Steven J. Zuiker, Multilevel Assessment for Discourse, Understanding, and Achievement, Journal of the Learning Sciences, 2012, 21, 4, 522

    CrossRef

  25. 25
    Nathaniel J. S. Brown, Mark Wilson, A Model of Cognition: The Missing Cornerstone of Assessment, Educational Psychology Review, 2011, 23, 2, 221

    CrossRef

  26. 26
    Jörg Zabel, Harald Gropengiesser, Learning progress in evolution theory: climbing a ladder or roaming a landscape?, Journal of Biological Education, 2011, 45, 3, 143

    CrossRef

  27. 27
    Richard Duschl, Seungho Maeng, Asli Sezen, Learning progressions and teaching sequences: a review and analysis, Studies in Science Education, 2011, 47, 2, 123

    CrossRef

  28. 28
    Jillianne Code, Jody Clarke-Midura, Nick Zap, Chris Dede, Interactivity in E-Learning, 2011,

    CrossRef

  29. 29
    Nathaniel J. S. Brown, Sam O. Nagashima, Alice Fu, Michael Timms, Mark Wilson, A Framework for Analyzing Scientific Reasoning in Assessments, Educational Assessment, 2010, 15, 3-4, 142

    CrossRef

  30. 30
    Hee-Sun Lee, Ou Lydia Liu, Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective, Science Education, 2010, 94, 4
  31. 31
    Julia D. Plummer, Joseph Krajcik, Building a learning progression for celestial motion: Elementary levels from an earth-based perspective, Journal of Research in Science Teaching, 2010, 47, 7
  32. 32
    Isaac I. Bejar, Linking and Aligning Scores and Scales by Dorans, N.J., Pommerich, M., & Holland, P.W., Journal of Educational Measurement, 2010, 47, 2
  33. 33
    Isaac I. Bejar, E. Aurora Graf, Updating the Duplex Design for Test-Based Accountability in the Twenty-First Century, Measurement: Interdisciplinary Research & Perspective, 2010, 8, 2-3, 110

    CrossRef

  34. 34
    Ravit Golan Duncan, Cindy E. Hmelo-Silver, Learning progressions: Aligning curriculum, instruction, and assessment, Journal of Research in Science Teaching, 2009, 46, 6