Learning progressions provide road maps for the development and validity of assessments and curriculum materials

Measurement

Volumn 9, Issue 2-3, 2011, Pages 155-158

  Krajcik, Joseph ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 80052222024     PISSN: 15366367     EISSN: 15366359     Source Type: Journal    
DOI: 10.1080/15366367.2011.603617     Document Type: Article

References (6)

1. Krajcik, J. S. (2011). The importance, cautions and future of learning progression research-Some comments on Rich Shavelson's and Amy Kurpius' "Reflections on learning progressions. " In A. C. Alonzo & A. Wenk Gotwals (Eds.), Learning progressions in science. Rotterdam, The Netherlands: Sense Publishing.
2. Krajcik, J., McNeill, K. L., & Reiser, B. (2008). Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy. Science Education, 92, 1-32.
3. Mohan, L., Chen, J., & Anderson, C. W. (2009). Developing a multi-year learning progression for carbon cycling in socio-ecological systems. Journal of Research in Science Teaching, 46, 675-698.
4. Roseman, J. E., Stern, L., & Koppal, M. (2010). A method for analyzing the coherence of high school biology textbooks. Journal of Research in Science Teaching, 47, 47-70.
5. Shin, N., Stevens, S. Y., & Krajcik, J. (2010). Using construct-centered design as a systematic approach for tracking student learning over time. London, UK: Taylor & Francis Group.
6. Stevens, S. Y., Delgado, C., & Krajcik, J.S. (2010). Developing a hypothetical multi-dimensional learning progression for the nature of matter. Journal of Research in Science Teaching, 47(6), 687-715.