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This book presents the results of a four-year, National Science Foundation-funded project that engaged nine high school biology teachers at three public high schools in long-term, on-site professional development program centered on a learning progression. It explores the influence of teacher participation in this professional development experience on their learning about student thinking, formative assessment task design, classroom practices, and student learning. Taking an in-depth look at the multiple sources of data gathered as part of the study, this volume reflects on the emergence of professional communities focused on formative assessment design and enactments and associations between teacher participation in learning progression-centered professional development and student learning.
List of contents
Section 1: Setting the Stage
Chapter 1: Introduction
Chapter 2: The Elevate Learning Progression
with Deb Morrison
Chapter 3: Participants and Professional Learning Communities
with Sara C. Heredia
Chapter 4: Professional Learning Environment: The Formative Assessment Design Cycle
with Sara C. Heredia
Section 2: Findings
Chapter 5: Quality Formative Assessment Tasks
with Deb Morrison and Hilda Scheuermann
Chapter 6: Formative Assessment Classroom Practices
with Sara C. Heredia and Jason Y. Buell
Chapter 7: Student Learning
with Deb Morrison and Ruhan Circi
Chapter 8: Cross-Case Analyses
with Katharina Kiemer, Sara C. Heredia and Deb Morrison
Chapter 9: The Horizon
Appendices
About the author
Erin Marie Furtak is Associate Professor of Education, University of Colorado Boulder, USA.
Summary
This book presents the results of a four-year, National Science Foundation-funded project that engaged nine high school biology teachers at three public high schools in long-term, on-site professional development program centered on a learning progression. It explores the influence of teacher participation in this professional development experi
