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How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information
One vision for the classroom use of learning progressions (LPs) involves using diagnostic assessments to determine a student's LP "level" in order to make instructional decisions. However, little is known about how experienced teachers reason about assessment information and thus how LP-based information might support their instructional decision-making. In this paper, we explore five experienced teachers' interactions with the same set of LP-based score reports to address the following questions: (1) What assumptions do teachers make about student thinking as they interact with LP-based assessment information? (2) What instructional reasoning is supported by these assumptions? We find that teachers conceptualize and use the LP levels differently from how the LP designers intended, but that the LP-based diagnostic information can be helpful to them in other, sometimes unanticipated, ways.
Physics Education Research Conference 2015
Part of the PER Conference series College Park, MD: July 29-30, 2015 Pages 31-34
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=13830">Alonzo, Alicia, and Andrew Elby. "How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information." Paper presented at the Physics Education Research Conference 2015, College Park, MD, July 29-30, 2015.</a>
AIP Format
A. Alonzo and A. Elby, , presented at the Physics Education Research Conference 2015, College Park, MD, 2015, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13830&DocID=4248).
AJP/PRST-PER
A. Alonzo and A. Elby, How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information, presented at the Physics Education Research Conference 2015, College Park, MD, 2015, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13830&DocID=4248>.
APA Format
Alonzo, A., & Elby, A. (2015, July 29-30). How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information. Paper presented at Physics Education Research Conference 2015, College Park, MD. Retrieved October 13, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13830&DocID=4248
Chicago Format
Alonzo, Alicia, and Andrew Elby. "How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information." Paper presented at the Physics Education Research Conference 2015, College Park, MD, July 29-30, 2015. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13830&DocID=4248 (accessed 13 October 2024).
MLA Format
Alonzo, Alicia, and Andrew Elby. "How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information." Physics Education Research Conference 2015. College Park, MD: 2015. 31-34 of PER Conference. 13 Oct. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13830&DocID=4248>.
BibTeX Export Format
@inproceedings{
Author = "Alicia Alonzo and Andrew Elby",
Title = {How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information},
BookTitle = {Physics Education Research Conference 2015},
Pages = {31-34},
Address = {College Park, MD},
Series = {PER Conference},
Month = {July 29-30},
Year = {2015}
}
Refer Export Format
%A Alicia Alonzo %A Andrew Elby %T How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information %S PER Conference %D July 29-30 2015 %P 31-34 %C College Park, MD %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13830&DocID=4248 %O Physics Education Research Conference 2015 %O July 29-30 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A Alonzo, Alicia %A Elby, Andrew %D July 29-30 2015 %T How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information %B Physics Education Research Conference 2015 %C College Park, MD %P 31-34 %S PER Conference %8 July 29-30 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13830&DocID=4248 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information:Know of another related resource? Login to relate this resource to it. |
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