Supporting Teachers' Formative Assessment Practice with Learning Progressions  book cover
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Supporting Teachers' Formative Assessment Practice with Learning Progressions





ISBN 9780367878573
Published December 10, 2019 by Routledge
200 Pages

 
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Book Description

This book presents the results of a four-year, National Science Foundation-funded project that engaged nine high school biology teachers at three public high schools in long-term, on-site professional development program centered on a learning progression. It explores the influence of teacher participation in this professional development experience on their learning about student thinking, formative assessment task design, classroom practices, and student learning. Taking an in-depth look at the multiple sources of data gathered as part of the study, this volume reflects on the emergence of professional communities focused on formative assessment design and enactments and associations between teacher participation in learning progression-centered professional development and student learning.

Table of Contents

Section 1: Setting the Stage



Chapter 1: Introduction



Chapter 2: The Elevate Learning Progression



with Deb Morrison



Chapter 3: Participants and Professional Learning Communities



with Sara C. Heredia



Chapter 4: Professional Learning Environment: The Formative Assessment Design Cycle



with Sara C. Heredia



Section 2: Findings



Chapter 5: Quality Formative Assessment Tasks



with Deb Morrison and Hilda Scheuermann



Chapter 6: Formative Assessment Classroom Practices



with Sara C. Heredia and Jason Y. Buell



Chapter 7: Student Learning



with Deb Morrison and Ruhan Circi



Chapter 8: Cross-Case Analyses



with Katharina Kiemer, Sara C. Heredia and Deb Morrison



Chapter 9: The Horizon



Appendices

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Author(s)

Biography

Erin Marie Furtak is Associate Professor of Education, University of Colorado Boulder, USA.