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Inconsistent Conceptions Of Acceleration Contributing To Formative Assessment Limitations, Gregory D. Kranich
Electronic Theses and Dissertations
Science, technology, engineering, and mathematics (STEM) education has become a national priority in light of measures indicating marginal student interest and success in the United States. Just as evidence is integral to policy decisions, so too do teachers depend on evidence to inform instructional choices. Classroom assessment remains a touchstone means of gathering such evidence as indicators of students’ progress, and increasingly, teachers are designing, implementing, and interpreting assessments in collaboration with one another.
In rural Maine, the work of the Maine Physical Sciences Partnership (MainePSP) has enabled science educators to come together as a supportive professional community. We focused ...