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Abstract Title: How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information
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