Designing a Learning Progression about Micro-Evolution to Inform Instruction and Assessment in Elementary Science
Amy Cardace, Mark Wilson, Kathleen E Metz
EDUCATION SCIENCES | MDPI | Published : 2021
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 process of developing a novel learning progression theory, while critically testing that theory using structured interview data analyzed with Rasch models. We investigate elementary students’ capacities for reasoning in biology, specifically focusing on microevolution as a strategic core idea for students between the ages of seven and nine. The learning progression theory informed the design of two..View full abstract
Awarded by National Science Foundation
FundingThis work was supported by the National Science Foundation (0814821). The opinions expressed herein are our own and not necessarily those of the National Science Foundation.