Moving Beyond Conceptual Models: Developing Assessments to Validate and Study Learning Progressions

Rutgers University New Brunswick, New Brunswick NJ

Investigators

Abstract

Learning progressions provide a theoretical framework for developing curricula and assessments that support student learning of big ideas in science over multiple grades and grade bands. This project proposes a week-long workshop on designing, developing and using assessments to study and validate learning progressions. The workshop is aimed at early career researchers engaged in the development and study of learning progressions in science.