Designing a Learning Progression about Micro-Evolution to Inform Instruction and Assessment in Elementary Science

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...

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Bibliographic Details
Main Authors: Amy Cardace, Mark Wilson, Kathleen E. Metz
Format: Article
Language:English
Published: MDPI AG 2021-10-01
Series:Education Sciences
Subjects:
learning progression
assessment
instruction
cognition
science
evolution
Online Access:https://www.mdpi.com/2227-7102/11/10/609

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https://www.mdpi.com/2227-7102/11/10/609

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