References
- Alonzo, A. C. (2018). An argument for formative assessment with science learning progressions. Applied Measurement in Education.
- Alonzo, A. C. (2018). Exploring the learning progression-formative assessment hypothesis. Applied Measurement in Education.
- Alonzo, A. C., & Gotwals, A. W. (2012). Learning progressions in science: Current challenges and future directions. Rotterdam, The Netherlands: Sense Publishing.
- Alonzo, A. C., & Steedle, J. T. (2009). Developing and assessing a force and motion learning progression. Science Education, 93(3), 389–421. doi:10.1002/sce.v93:3
- Atkin, J. M., Coffey, J. E., Moorthy, S., Sato, M., & Thibeault, M. (2005). Designing everyday assessment in the science classroom. New York, NY: Teachers College Press.
- Beason, L. (1993). Feedback and revision in writing across the curriculum classes. Research in the Teaching of English, 27(4), 395–422.
- Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25. doi:10.1080/0969594X.2010.513678
- Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74. doi:10.1080/0969595980050102
- Briggs, D. C., Alonzo, A. C., Schwab, C., & Wilson, M. (2006). Diagnostic assessment with multiple-choice items. Educational Assessment, 11(1), 33–63. doi:10.1207/s15326977ea1101_2
- Brookhart, S. M., Moss, C. M., & Long, B. A. (2010). Teacher inquiry into formative assessment practices in remedial reading classrooms. Assessment in Education: Principles, Policy & Practice, 17(1), 41–58. doi:10.1080/09695940903565545
- Campbell, D. T., & Stanley, J. C. (1966). Experimental and quasi-experimental designs for research. Chicago, IL: Rand McNally.
- Catley, K., Lehrer, R., & Reiser, B. (2005). Tracing a prospective learning progression for developing understanding of evolution. Paper commissioned by the National Academies Committee on Test Design for K–12 Science Achievement.
- Clare, L., Patthey-Chavez, G. G., Valdés, R., Matsumura, L. C., Valdes, R., & Garnier, H. (2002). Teacher feedback, writing assignment quality, and third-grade students’ revision in lower- and higher-achieving urban schools. The Elementary School Journal, 103(1), 3–25. doi:10.1086/499713
- Coffey, J. (2003). Involving students in assessment. In J. M. Atkin & J. E. Coffey (Eds.), Everyday assessment in the science classroom (pp. 75–87). Arlington, VA: NSTA Press.
- Coffey, J. E., Hammer, D., Levin, D. M., & Grant, T. (2011). The missing disciplinary substance of formative assessment. Journal of Research in Science Teaching, 48(10), 1109–1136. doi:10.1002/tea.20440
- Coffey, J. E., Sato, M., & Thiebault, M. (2005). Up close—And personal. Teacher Development, 9(2), 169–184.
- Cowie, B., & Bell, B. (1999). A model of formative assessment in science education. Assessment in Education, 6(1), 102–116.
- deBarger, A. H., Penuel, W. R., Moorthy, S., Beauvineau, Y., Kennedy, C. A., & Boscardin, C. K. I. M. (2017). Investigating purposeful science curriculum adaptation as a strategy to improve teaching and learning. Science Education, 101(1), 66–98. doi:10.1002/sce.2017.101.issue-1
- Duschl, R. A., & Gitomer, D. H. (1997). Strategies and challenges to changing the focus of assessment and instruction in science classrooms. Educational Assessment, 4(1), 37–73. doi:10.1207/s15326977ea0401_2
- Embretson, S. E. (2000). Multidimensional measurement from dynamic tests: Abstract reasoning under stress. Multivariate Behavioral Research, 35, 505–543. doi:10.1207/S15327906MBR3504_05
- Furtak, E. M. (2009). Toward learning progressions as teacher development tools. In A. C. Alonzo & A. W. Gotwals (Eds.), Learning progressions in science conference. Retrieved from http://education.msu.edu/projects/leaps/proceedings/Default.html
- Furtak, E. M. (2012). Linking a learning progression for natural selection to teachers’ enactment of formative assessment. Journal of Research in Science Teaching, 49(9), 1181–1210. doi:10.1002/tea.v49.9
- Furtak, E. M., & Heredia, S. C. (2016). A virtuous cycle: Using the formative assessment design cycle to support the NGSS. The Science Teacher, 83(2), 36–42. doi:10.2505/4/tst16_083_02_36
- Furtak, E. M., Kiemer, K., Circi, R. K., Swanson, R., De Leon, V., Morrison, D., & Heredia, S. C. (2016). Teachers’ formative assessment abilities and their relationship to student learning: Findings from a four-year intervention study. Instructional Science, 44(3), 1–25. doi:10.1007/s11251-016-9371-3
- Furtak, E. M., Morrison, D. L., & Kroog, H. (2014). Investigating the link between learning progressions and classroom assessment. Science Education, 98(4), 640–673. doi:10.1002/sce.21122
- Furtak, E. M., Ruiz-Primo, M. A., Shemwell, J. T., Ayala, C. C., Brandon, P., Shavelson, R. J., & Yin, Y. (2008). On the fidelity of implementing embedded formative assessments and its relation to student learning. Applied Measurement in Education, 21(4), 360–389. doi:10.1080/08957340802347852
- Harrison, C. (2005). Teachers developing assessment for learning: Mapping teacher change. Teacher Development, 9(2), 255–263. doi:10.1080/13664530500200264
- Heredia, S. C. (2015). Dilemmas of reform: An exploration of science teachers’ collective sensemaking of formative assessment practices (Unpublished doctoral dissertation). University of Colorado, Boulder, CO.
- Heritage, M. (2008). Learning progressions: Supporting instruction and formative assessment. Washington, DC: Chief Council of State School Officers.
- Heritage, M., Kim, J., Vendlinski, T., & Herman, J. (2009). From evidence to action: A seamless process in formative assessment? Educational Measurement: Issues and Practice, 28(3), 24–31. doi:10.1111/j.1745-3992.2009.00151.x
- Horn, I. S. (2010). Teaching replays, teaching rehearsals, and re-visions of practice : Learning from colleagues in a mathematics teacher community. Teachers College Record, 112(1), 225–259.
- Kang, H., Thompson, J., & Windschitl, M. (2014). Creating opportunities for students to show what they know: The role of scaffolding in assessment tasks. Science Education, 98(4), 674–704. doi:10.1002/sce.21123
- Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta- analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254–284. doi:10.1037/0033-2909.119.2.254
- Lehrer, R., Wilson, R., Ayers, E., & Kim, M.-J. (2011, March). Assessing data modeling and statistical reasoning. Paper presented at The Society for Research on Educational Effectiveness Conference, Washington, DC.
- Liu, X., Waight, N., Gregorius, R., Smith, E., & Park, M. (2012). Developing computer model-based assessment of chemical reasoning: A feasibility study. Journal of Computers in Mathematics and Science Teaching, 31(3), 259–281.
- Mayr, E. (1982). The growth of biological thought: Diversity, evolution, and inheritance. Cambridge, MA: The Belknap Press of Harvard University Press.
- Otero, V., & Nathan, M. J. (2008). Preservice elementary teachers’ views of their students’ prior knowledge of science. Journal of Research in Science Teaching, 45(4), 497–523. doi:10.1002/(ISSN)1098-2736
- Pellegrino, J. W., Chudowsky, N., & Glaser, R. (2001). Knowing what students know: The science and design of educational assessment. Washington, DC: National Academies Press.
- Ruiz-Primo, M. A., Shavelson, R. J., Li, M., & Schultz, S. E. (2001). On the validity of cognitive interpretations of scores from alternative concept-mapping techniques. Educational Assessment, 7, 99–141. doi:10.1207/S15326977EA0702_2
- Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144. doi:10.1007/BF00117714
- Shtulman, A. (2006). Qualitative differences between naive and scientific theories of evolution. Cognitive Psychology, 52, 170–194. doi:10.1016/j.cogpsych.2005.10.001
- Wiliam, D. (2007). Keeping learning on track: Classroom assessment and the regulation of learning. In J. F. K. Lester (Ed.), Second handbook of mathematics teaching and learning (pp. 1053–1098). Greenwich, CT: Information Age Publishing.
- Wilson, M. (2005). Constructing measures: An Item Response Modeling approach. Mahwah, NJ: Erlbaum.