Supporting Teachers' Formative Assessment Practice with Learning Progressions Routledge Research in Education Series

This book presents the results of a four-year, National Science Foundation-funded project that engaged nine high school biology teachers at three public high schools in long-term, on-site professional development program centered on a learning progression. It explores the influence of teacher participation in this professional development experience on their learning about student thinking, formative assessment task design, classroom practices, and student learning. Taking an in-depth look at the multiple sources of data gathered as part of the study, this volume reflects on the emergence of professional communities focused on formative assessment design and enactments and associations between teacher participation in learning progression-centered professional development and student learning.

Section 1: Setting the Stage

Chapter 1: Introduction

Chapter 2: The Elevate Learning Progression

with Deb Morrison

Chapter 3: Participants and Professional Learning Communities

with Sara C. Heredia

Chapter 4: Professional Learning Environment: The Formative Assessment Design Cycle

with Sara C. Heredia

Section 2: Findings

Chapter 5: Quality Formative Assessment Tasks

with Deb Morrison and Hilda Scheuermann

Chapter 6: Formative Assessment Classroom Practices

with Sara C. Heredia and Jason Y. Buell

Chapter 7: Student Learning

with Deb Morrison and Ruhan Circi

Chapter 8: Cross-Case Analyses

with Katharina Kiemer, Sara C. Heredia and Deb Morrison

Chapter 9: The Horizon

Appendices

Erin Marie Furtak is Associate Professor of Education, University of Colorado Boulder, USA.