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Gotwals, Amelia Wenk – Applied Measurement in Education, 2018
In this commentary, I consider the three empirical studies in this special issue based on two main aspects: (a) the nature of the learning progressions and (b) what formative assessment practice(s) were investigated. Specifically, I describe differences among the learning progressions in terms of scope and grain size. I also identify three…
Descriptors: Skill Development, Behavioral Objectives, Formative Evaluation, Evaluation Methods
Alonzo, Alicia C. – Applied Measurement in Education, 2018
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 out an argument for this potential, starting from definitions for "formative assessment practices" and "learning progressions"…
Descriptors: Skill Development, Behavioral Objectives, Science Education, Formative Evaluation
Shavelson, Richard J.; Young, Donald B.; Ayala, Carlos C.; Brandon, Paul R.; Furtak, Erin Marie; Ruiz-Primo, Maria Araceli; Tomita, Miki K.; Yin, Yue – Applied Measurement in Education, 2008
Assessment of and for learning has occupied center stage in education reform, especially with the advent of the No Child Left Behind Federal legislation. This study examined the formative function of assessment--assessment for learning--recognizing that such assessment needs to be aligned, at least in part, with the summative function of…
Descriptors: Federal Legislation, Formative Evaluation, Program Effectiveness, Educational Change