Learning Progressions in Science

Current Challenges and Future Directions

  • Editors
  • Alicia C. Alonzo
  • Amelia Wenk Gotwals

Table of contents

  1. Front Matter
    Pages i-xviii
  2. Framing Section

    1. Front Matter
      Pages 1-1
    2. Amelia Wenk Gotwals, Alicia C. Alonzo
      Pages 3-12
    3. Richard J. Shavelson, Amy Kurpius
      Pages 13-26
  3. Defining Learning Progressions

    1. Front Matter
      Pages 37-37
    2. Kristin L. Gunckel, Lindsey Mohan, Beth A. Covitt, Charles W. Anderson
      Pages 39-75
    3. Christina Schwarz, Brian J. Reiser, Andrés Acher, Lisa Kenyon, David Fortus
      Pages 101-137
    4. Lindsey Mohan, Julia Plummer
      Pages 139-147
  4. Assessing Learning Progressions

    1. Front Matter
      Pages 149-149
    2. Amelia Wenk Gotwals, Nancy Butler Songer, Lea Bullard
      Pages 183-210
    3. Alicia C. Alonzo, Teresa Neidorf, Charles W. Anderson
      Pages 211-240
  5. Modeling Learning Progressions

    1. Front Matter
      Pages 255-255
    2. Patti West, Daisy Wise Rutstein, Robert J. Mislevy, Junhui Liu, Roy Levy, Kristen E. Dicerbo et al.
      Pages 257-292
  6. Using Learning Progressions

    1. Front Matter
      Pages 357-357
    2. Marianne Wiser, Carol L. Smith, Sue Doubler
      Pages 359-403
    3. Erin Marie Furtak, Jessica Thompson, Melissa Braaten, Mark Windschitl
      Pages 405-433
    4. Amelia Wenk Gotwals
      Pages 461-472
  7. Concluding Section

    1. Front Matter
      Pages 473-473
    2. Alicia C. Alonzo, Amelia Wenk Gotwals
      Pages 475-490
  8. Back Matter
    Pages 491-496

About this book


Learning progressions – descriptions of increasingly sophisticated ways of thinking about or understanding a topic (National Research Council, 2007) – represent a promising framework for developing organized curricula and meaningful assessments in science. In addition, well-grounded learning progressions may allow for coherence between cognitive models of how understanding develops in a given domain, classroom instruction, professional development, and classroom and large-scale assessments. Because of the promise that learning progressions hold for bringing organization and structure to often disconnected views of how to teach and assess science, they are rapidly gaining popularity in the science education community. However, there are signi?cant challenges faced by all engaged in this work. In June 2009, science education researchers and practitioners, as well as scientists, psychometricians, and assessment specialists convened to discuss these challenges as part of the Learning Progressions in Science (LeaPS) conference. The LeaPS conference provided a structured forum for considering design decisions entailed in four aspects of work on learning progressions: de?ning learning progressions; developing assessments to elicit student responses relative to learning progressions; modeling and interpreting student performance with respect to a learning progressions; and using learning progressions to in?uence standards, curricula, and teacher education. This book presents speci?c examples of learning progression work and syntheses of ideas from these examples and discussions at the LeaPS conference.


learning science education

Bibliographic information