Supporting valid interpretations of learning progression level diagnoses

By J. Steedle, R. Shavelson. 2009

124 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5c3e4459db5bb869950b0c5909d5a304fe0d3dd3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Aslı Sezen
2. Richard A. Duschl
3. Seungho Maeng
4. A. Lash
5. E. Trumbull

In Education

1. Aslı Sezen
2. Richard A. Duschl
3. Seungho Maeng
4. A. Lash
5. E. Trumbull

Citations in the corpus

• Learning progressions and teaching sequences: a review and analysis (2011, methodology): “…justified by, established disciplinary teaching sequences (e.g., Duncan et al., 2009), standards document reviews (Alonzo & Steedle, 2009; Furtak et al., 2010; Steedle & Shavelson, 2009) and curriculum frameworks (Harlen, 2010; Heritage, 2008; Roseman, Caldwell, Gogos, & Kuth, 2006; Salinas, 2009).”
• Understanding Formative Assessment Insights from Learning Theory and Measurement Theory (2013, background): “Research shows that cognitive development in a domain does not necessarily follow a linear path (Harris et al., 2008; Shavelson & Kurpius, 2012; Steedle & Shavelson, 2009).”