The DOI matches its Crossref record; 355 of the 355 references it cites were found in a registry or an index.
Measuring progressions: Assessment structures underlying a learning progression
Abstract
This article describes some of the underlying conceptualizations that have gone into the work of the BEAR Center in the development of learning progressions. The core of all of these developments has been the construct map, which is the first building block in the BEAR Assessment System (BAS). After introducing the concept of a learning progression, the article summarizes the elements of the BAS, emphasizing the central concept of a construct map. The article then describes a series of several different ways to see the relationship between the idea of a construct map and the idea of a progression (which I call the “assessment structure”), and also gives illustrative examples from recent BEAR projects. The article then discusses some strengths and limitations of these conceptualizations, focusing on both educational and measurement issues. The article concludes with some general reflections. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 716–730, 2009
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Handbook of Research on Learning and Instruction
(2011) · Routledge eBooks · doi:10.4324/9780203839089 · Cited by 916
Learning progressions and teaching sequences: a review and analysis
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Towards a learning progression of energy
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Looking for the lighthouse: A systematic review of advanced theory-of-mind tests beyond preschool
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A Learning Progression for Constructing and Interpreting Data Display
Kim, E. M., Nabors Oláh, L., & Peters, S. (2020) · ETS Research Report Series · doi:10.1002/ets2.12285 · Cited by 4
Metadata
- Authors
- Wilson, M.
- Venue
- Journal of Research in Science Teaching
- Publisher
- Wiley
- Published
- 2009-07-07
- Volume
- 46
- Issue
- 6
- Pages
- 716-730
- ISSN
- 0022-4308 (ISSN-L)
- 1098-2736
- OpenAlex
- W2114433744
- Cited by
- 329
- References
- 355
- FWCI
- 71.83
- Type
- journal article
- Language
- en
- Open access
- closed
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