Linking a Learning Progression for Natural Selection to Teachers' Enactment of Formative Assessment.

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Teachers’ formative assessment abilities and their relationship to student learning: findings from a four-year intervention study (2016, background): “furthermore, teachers are likely to view student ideas as being correct or incorrect, rather than as a range of progressing ideas and conceptions (Furtak 2012; Coffey et al. 2011).”
An argument for formative assessment with science learning progressions (2018, background): “Black and Wiliam’s (1998) suggestion of “a sound model of students’ progression in the learning of the subject matter, so that the criteria that guide the formative strategy can be matched to students’ trajectories in learning” (p. 37) has been echoed more recently in consideration of “learning prog”