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How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information
written by Alicia C. Alonzo and Andrew Elby
One vision for the classroom use of learning progressions (LPs) involves using diagnostic assessments to determine a student's LP "level" in order to make instructional decisions. However, little is known about how experienced teachers reason about assessment information and thus how LP-based information might support their instructional decision-making.  In this paper, we explore five experienced teachers' interactions with the same set of LP-based score reports to address the following questions: (1) What assumptions do teachers make about student thinking as they interact with LP-based assessment information? (2) What instructional reasoning is supported by these assumptions? We find that teachers conceptualize and use the LP levels differently from how the LP designers intended, but that the LP-based diagnostic information can be helpful to them in other, sometimes unanticipated, ways.
Physics Education Research Conference 2015
Part of the PER Conference series
College Park, MD: July 29-30, 2015
Pages 31-34
Subjects Levels Resource Types
Education Foundations
- Cognition
= Cognition Development
- Teacher Characteristics
Education Practices
- Pedagogy
= Heuristics
- Graduate/Professional
- Reference Material
= Research study
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- application/pdf
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Mirror:
http://dx.doi.org/10.1119/perc.20…
Access Rights:
Free access
License:
This material is released under a Creative Commons Attribution 3.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2015.pr.003
PACS:
01.40.-d
Keyword:
PERC 2015
Record Creator:
Metadata instance created December 16, 2015 by Lyle Barbato
Record Updated:
December 17, 2015 by Lyle Barbato
Last Update
when Cataloged:
December 18, 2015
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Record Link
AIP Format
A. Alonzo and A. Elby, presented at the Physics Education Research Conference 2015, College Park, MD, 2015, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13830&DocID=4248).
AJP/PRST-PER
A. Alonzo and A. Elby, How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information, presented at the Physics Education Research Conference 2015, College Park, MD, 2015, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13830&DocID=4248>.
APA Format
Alonzo, A., & Elby, A. (2015, July 29-30). How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information. Paper presented at Physics Education Research Conference 2015, College Park, MD. Retrieved December 10, 2017, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13830&DocID=4248
Chicago Format
Alonzo, Alicia, and Andrew Elby. "How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information." Paper presented at the Physics Education Research Conference 2015, College Park, MD, July 29-30, 2015. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13830&DocID=4248 (accessed 10 December 2017).
MLA Format
Alonzo, Alicia, and Andrew Elby. "How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information." Physics Education Research Conference 2015. College Park, MD: 2015. 31-34 of PER Conference. 10 Dec. 2017 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13830&DocID=4248>.
BibTeX Export Format
@inproceedings{ Author = "Alicia Alonzo and Andrew Elby", Title = {How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information}, BookTitle = {Physics Education Research Conference 2015}, Pages = {31-34}, Address = {College Park, MD}, Series = {PER Conference}, Month = {July 29-30}, Year = {2015} }
Refer Export Format

%A Alicia Alonzo
%A Andrew Elby
%T How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information
%S PER Conference
%D July 29-30 2015
%P 31-34
%C College Park, MD
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13830&DocID=4248
%O Physics Education Research Conference 2015
%O July 29-30
%O application/pdf

EndNote Export Format

%0 Conference Proceedings
%A Alonzo, Alicia
%A Elby, Andrew
%D July 29-30 2015
%T How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information
%B Physics Education Research Conference 2015
%C College Park, MD
%P 31-34
%S PER Conference
%8 July 29-30
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13830&DocID=4248


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