Learning Progressions: Supporting Instruction and Formative Assessment Margaret Heritage the Council of Chief State School Officers T He Fast Scass Formative Assessment for Teachers and Learners Learning Progressions: Supporting Instruction and Formative Assessment

Content Provider	Semantic Scholar
Author	Assessment, Formative
Copyright Year	2008
Abstract	By its very nature, learning involves progression. To assist in its emergence, teachers need to understand the pathways along which students are expected to progress. These pathways or progressions ground both instruction and assessment. Yet, despite a plethora of standards and curricula, many teachers are unclear about how learning progresses in specific domains. This is an undesirable situation for teaching and learning, and one that particularly affects teachers’ ability to engage in formative assessment.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://www.cse.ucla.edu/products/misc/cse_heritage_learning.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article