Teachers’ use of learning progression-based formative assessment to inform teachers’ instructional adjustment: a case study of two physics teachers’ instruction-Reference-Cited by-同舟云学术

Teachers’ use of learning progression-based formative assessment to inform teachers’ instructional adjustment: a case study of two physics teachers’ instruction

Published:2018-10-13 Issue:15 Volume:40 Page:1832-1856
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Zhai Xiaoming¹^ORCID,Li Min²,Guo Yuying³

Affiliation:

1. Graduate School of Education, Stanford University, Palo Alto, CA, USA

2. College of Education, University of Washington, Seattle, WA, USA

3. Department of Physics, Beijing Normal University, Beijing, People’s Republic of China

Funder

Beijing Normal University

Ministry of Education of China

Chinese Scholarship Council

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2018.1512772

Reference39 articles.

1. Learning Progressions That Support Formative Assessment Practices

2. Assessment and Classroom Learning

3. Developing the theory of formative assessment

4. Diagnostic Assessment With Ordered Multiple-Choice Items

5. The influence of an intensive in-service workshop on pedagogical content knowledge growth among novice chemical demonstrators

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