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Full-Text Articles in Education
The Swans/Ables Project: A Set Of Resources Developed Collaboratively With Teachers To Support The Teaching And Learning Of Students With Additional Learning Needs, Toshiko Kamei
2021-2030 ACER Research Conferences
The inclusion of students with additional learning needs in schooling is part of policy and practice in Australia. However, it has been well documented that teachers lack the resources and training to meaningfully include students with additional learning needs in the full range of learning in their classrooms. The SWANs (Students with Additional Needs) program of work aimed to fill this gap through developing assessments based on learning progressions to provide targeted information to support the teaching and learning of all students, including students with additional learning needs. The development and implementation of the SWANs/ABLES suite of resources illustrates how …
Supporting Science Teaching Practice With Learning Progressions, Erin Furtak
Supporting Science Teaching Practice With Learning Progressions, Erin Furtak
2021-2030 ACER Research Conferences
Learning progressions are often used as foundations for curriculum and assessment. At the same time, as representations of the development of student ideas and practices, they can also serve as maps to support teachers during instruction. This paper describes a program of research in which my colleagues and I have investigated how learning progressions can support high school science teachers in cycles of co-designing formative assessments.
Learning Progressions As Models And Tools For Supporting Classroom Assessment, Alicia C. Alonzo
Learning Progressions As Models And Tools For Supporting Classroom Assessment, Alicia C. Alonzo
2021-2030 ACER Research Conferences
Like all models, learning progressions (LPs) provide simplified representations of complex phenomena. One key simplification is the characterisation of student thinking in terms of levels. This characterisation is both essential for large-scale applications, such as informing standards, but potentially problematic for smaller-scale applications. In this paper, I describe a program of research designed to explore the smaller-scale use of LPs as supports for teacher classroom assessment practices in light of this simplification. Based on this research, I conclude that LP levels may serve as a generative heuristic, particularly when teachers are engaged with evidence of the limitations of LP levels …