PERC 2015 Abstract Detail Page
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| Abstract Title: | How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information |
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| Abstract: | 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 how LP-based information would 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. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Alicia C. Alonzo Michigan State University Department of Teacher Education 620 Farm Lane Blvd, 307 Erickson Hall East Lansing, MI 48823 Phone: 517-353-3036 |
| Co-Author(s) and Co-Presenter(s) |
Andrew Elby, University of Maryland |
