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Direct linkFurtak, Erin Marie; Morrison, Deb; Kroog, Heidi – Science Education, 2014
An increasing number of researchers are calling for learning progressions to be used as interpretive frameworks for teachers conducting classroom assessment. The argument posits that by linking classroom assessments to learning progressions, teachers will have better resources to interpret and take instructional action on the basis of what…
Descriptors: Learning Processes, High School Students, Educational Assessment, Biology
