Developing and assessing a force and motion learning progression

By Alicia C. Alonzo, J. Steedle. 2009

291 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0b6091badbf743ee8cfc759692f623e73f90f9d9

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study (2016, background): “Tests comprised of ordered multiple-choice items can have alphas in this lower range (Alonzo and Steedle 2009) because of their multidimensionality; furthermore, the fact that the alphas change so much from pre to posttest indicates a homogenous sample at the pretest because students have not yet be”
UDL in the Middle School Science Classroom (2014, background): “This detailed information is particularly important in the classroom, where it can be used as the first step in a formative assessment process, to impact instructional decisions and provide feedback to students, ultimately improving student learning (Alonzo & Steedle, 2009).”
Learning progressions and teaching sequences: a review and analysis (2011, methodology): “This linear approach is explained, in part, as a consequence of using ordered multiple-choice (OMC) items in developing the LP. Alonzo and Steedle (2009) validated the initial progression with assessments for diagnosing students’ understandings.”
An argument for formative assessment with science learning progressions (2018, background): “…tasks based on learning progressions may elicit more elaborated, more nuanced, and therefore more interpretable evidence of student thinking (e.g., Alonzo & Steedle, 2009; Briggs, Alonzo, Schwab, & Wilson, 2006) and, thus, may provide more diagnostic information than is available with traditional…”
Cognitive foundations for science assessment design: Knowing what students know about evolution (2012, methodology): “A final consideration of assessment design relates to the surface features of the open-response tasks (Alonzo & Steedle, 2009; Nehm & Ha, 2011).”