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Learning progressions: Aligning curriculum, instruction, and assessment by Ravit Golan Duncan; Cindy E. Hmelo‐Silver is a Social Sciences article available to read on EtoBox.

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## Abstract Scholarship on learning progressions (LPs) in science has emerged over the past 5 years, with the first comprehensive descriptions of LPs, on the nature of matter and evolution, published as commissioned reports (Catley, Lehrer, & Reiser, 2005; Smith, Wiser, Anderson, & Krajcik, 2006). Several recent policy reports have advocated for the use of LPs as a means of aligning standards, curriculum, and assessment (National Research Council [NRC], 2005, 2007). In some ways, LPs are not a new idea; developmental psychologists have long been examining the development of childrens' ideas over time in several scientific domains. However, the emerging research offers renewed interest, a new perspective, and potentially new applications for this construct. For these reasons, this special issue of the __Journal for Research in Science Teaching__ is timely. Our goal in this introduction is to explain the motivation for developing LPs, propose a consensual definition of LPs, describe the ways in which these constructs are being developed and validated, and finally, discuss some of the unresolved questions regarding this emerging scholarship. © 2009 Wiley Periodicals, Inc. J Res Sci Te

Who reads Learning progressions: Aligning curriculum, instruction, and assessment?

Author

Ravit Golan Duncan; Cindy E. Hmelo‐Silver

Publisher

John Wiley and Sons; Wiley (John Wiley & Sons); John Wiley & Sons Inc.; Wiley (ISSN 0022-4308)

Published

2009

Language

EN

Field

Social Sciences