Designing a Learning Progression about Micro-Evolution to Inform Instruction and Assessment in Elementary Science
This paper gives an example of how to address the challenge of designing a learning progression that describes student thinking, with the necessary specificity to align instructional opportunities and assessment tools. We describe the Conceptual Underpinnings of Evolution project and the iterative p...
Main Authors: | , , |
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Format: | Article |
Language: | English |
Published: |
MDPI AG
2021-10-01
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Series: | Education Sciences |
Subjects: | |
Online Access: | https://www.mdpi.com/2227-7102/11/10/609 |