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Exploring Alignment among Learning Progressions, Teacher-Designed Formative Assessment Tasks, and Student Growth: Results of a Four-Year Study

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Furtak, Erin Marie; Circi, Ruhan; Heredia, Sara C. – Applied Measurement in Education, 2018

This article describes a 4-year study of experienced high school biology teachers' participation in a five-step professional development experience in which they iteratively studied student ideas with the support of a set of learning progressions, designed formative assessment activities, practiced using those activities with their students,…

Descriptors: Skill Development, Behavioral Objectives, Science Teachers, Biology