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- Formative evaluation (2)
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Articles 1 - 3 of 3
Full-Text Articles in Education
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.
Accountable Assessment, Richard Lehrer
Accountable Assessment, Richard Lehrer
2021-2030 ACER Research Conferences
There is widespread agreement about the importance of accounting for the extent to which educational systems advance student learning. Yet, the forms and formats of accountable assessments often ill serve students and teachers; the summative judgements of student performance that are typically employed to indicate proficiencies on benchmarks of student learning commonly fail to capture student performance in ways that are specific and actionable for teachers. Timing is another key barrier to the utility of summative assessment. In the US, summative evaluations occur at the end of the school year and may serve future students, but do not help teachers …
Karmel Oration: Excellent Progress For All: A Function Of Year-Level Curriculum Or Evidenced-Based Learning Progressions?, Dianne Siemon
Karmel Oration: Excellent Progress For All: A Function Of Year-Level Curriculum Or Evidenced-Based Learning Progressions?, Dianne Siemon
2021-2030 ACER Research Conferences
Excellent progress for all students is an ambitious but necessary goal if we are to improve the life choices of all students. At the moment, we are not serving all our students well despite the best efforts of teachers. We need to look further afield to the curriculum and assessment regimes that drive current practice. Grouping students by ability and offering a watered-down curriculum for some is not the answer. Evidenced-based learning progressions that point to what is important in ensuring all students build a deep, well-connected understanding of mathematics over time is what is needed to support reform at …