A Preliminary Validity Evaluation of a Learning Progression for the Concept of Function
Author:
Affiliation:
1. Educational Testing Service Princeton NJ
2. ETS Global Amsterdam The Netherlands
3. Fordham University New York NY
Publisher
Wiley
Subject
Statistics, Probability and Uncertainty,Applied Psychology,Education,Social Psychology
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1002/ets2.12257
Reference55 articles.
1. Arieli‐Attali M. &Cayton‐Hodges G.(2014).Expanding the CBAL mathematics assessments to elementary grades: The development of a competency model and a rational number learning progression(Research Report No. RR‐14‐08). Princeton NJ: Educational Testing Service.https://doi.org/10.1002/ets2.12008
2. Arieli‐Attali M. Wylie E. C. &Bauer M. I.(2012 April).The use of three learning progressions in supporting formative assessment in middle school mathematics. Paper presented at the annual meeting of the American Educational Research Association Vancouver BC.
3. Conceptualizations and issues related to learning progressions, learning trajectories, and levels of sophistication;Battista M. T.;The Mathematics Enthusiastic,2011
4. Cognitively Based Assessment of, for, and as Learning (CBAL): A Preliminary Theory of Action for Summative and Formative Assessment
5. Transforming K–12 Assessment: Integrating Accountability Testing, Formative Assessment and Professional Support
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