Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 329

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

Wilson, Mark·2009·Journal of Research in Science Teaching
DOI 10.1002/tea.20318
Open this paper in CoChat — free account

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

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1002/tea.20318

Cites

355 of 355 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Cited by

See all 329

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
DOI
10.1002/tea.20318
OpenAlex
W2114433744
Cited by
329
References
355
FWCI
71.83
Type
journal article
Language
en
Open access
closed

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.