Alonzo / Gotwals Learning Progressions in Science

Current Challenges and Future Directions
2012
ISBN: 978-94-6091-824-7
Verlag: Sense Publishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 495 Seiten, eBook

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.

Zielgruppe

Research

Autoren/Hrsg.

Alonzo, Alicia C.

Gotwals, Amelia Wenk

Inhaltsverzeichnis

Framing Section Introduction: Leaping into Learning Progressions in Science; Reflections on Learning Progressions; The Importance, Cautions and Future of Learning Progression Research: Some Comments on Richard Shavelson’s and Amy Kurpius’s “Reflections on Learning Progressions”; Defining Learning Progressions Addressing Challenges in Developing Learning Progressions for Environmental Science Literacy; Challenges in Defining and Validating an Astronomy Learning Progression; MoDeLS: Challenges in Defining a Learning Progression for Scientific Modeling; Exploring Challenges to Defining Learning Progressions; Assessing Learning Progressions Developing Assessments for a Learning Progression on Carbon-Transforming Processes in Socio-Ecological Systems; Assessing Students’ Progressing Abilities to Construct Scientific Explanations; Using Learning Progressions to Inform Large-Scale Assessment; Eliciting Student Responses Relative to a Learning Progression: Assessment Challenges; Modeling Learning Progressions A Bayesian Network Approach to Modeling Learning Progressions; The Psychometric Modeling of Ordered Multiple-Choice Item Responses for Diagnostic Assessment with a Learning Progression; Responding to a Challenge that Learning Progressions Pose to Measurement Practice: Hypothesized Links between Dimensions of the Outcome Progression; Making Progress in the Modeling of Learning Progressions; Using Learning Progressions Learning Progressions as Tools for Curriculum Development: Lessons from the Inquiry Project; Learning Progressions to Support Ambitious Teaching Practices; The Potential of Learning Progression Research to Inform the Design of State Science Standards; Learning Progressions for Multiple Purposes: Challenges in Using Learning Progressions; Concluding Section Leaping Forward: Next Steps for Learning Progressions in Science; Appendix A: LeaPS Conference Partcipants; Appendix B: Chapter Reviewers.