Exploring the influence of learning progressions in two teacher communities

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Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study (2016, methodology): “Our model, which we call the Formative Assessment Design Cycle (FADC; Furtak and Heredia 2014), is a five-step approach for professional development to support teachers in the development of formative assessment tasks with the support of a learning progression”