Abstract
In 2006, the National Research Council (NRC) recommended that states use science learning progressions (LPs) to align curriculum, instruction, and assessment around big ideas. The State of Massachusetts is currently exploring the use of LPs to revise its Science and Technology/Engineering standards (Foster & Wiser, this volume). However, to date, neither Massachusetts nor any other US state has incorporated science LPs into its assessment system. At the national level, the new science assessment framework and specifications for the 2009 National Assessment of Educational Progress (NAEP) call for the use of LPs (National Assessment Governing Board [NAGB], 2007, 2008).
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Alonzo, A.C., Neidorf, T., Anderson, C.W. (2012). Using Learning Progressions To Inform Large-Scale Assessment. In: Alonzo, A.C., Gotwals, A.W. (eds) Learning Progressions in Science. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-824-7_10
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DOI: https://doi.org/10.1007/978-94-6091-824-7_10
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