Abstract
The assessing strand is critical to work on learning progressions. Obtaining evidence to support or revise a proposed learning progression requires assessments (methods to elicit student responses relative to the learning progression) in order to test hypotheses about student thinking and its evolution over time. In addition, many proposed applications of learning progressions involve assessments—either directly or indirectly. The most recent science framework for the National Assessment of Educational Progress (NAEP) calls for the inclusion of learning progressions in this influential national test (National Assessment Governing Board [NAGB], 2008).KeywordsItem TypeStudent UnderstandingStudent ThinkingStudent KnowledgeAssessment ItemThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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