Journal ArticleDOI
Toward learning trajectory-based instruction: A framework of conceptions of learning and assessment
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This article is published in School Science and Mathematics.The article was published on 2021-08-10. It has received 1 citations till now.read more
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Learning Progression–Based Assessments: A Systematic Review of Student and Teacher Uses
TL;DR: In this paper , a systematic review examined evidence of the utility of learning progression (LP)based assessments to inform teaching and student learning in classroom contexts, highlighting their potential for supporting judgments about learning, informing instructional and learning decisions, and improving teacher learning and development.
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Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
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Assessment and Classroom Learning
Paul Black,Dylan Wiliam +1 more
TL;DR: A review of the literature on classroom formative assessment can be found in this article, where the authors consider the perceptions of students and their role in self-assessment alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning.
Journal ArticleDOI
Interaction Analysis: Foundations and Practice
Brigitte Jordan,Austin Henderson +1 more
TL;DR: Video technology has been vital in establishing Interaction Analysis, which depends on the technology of audiovisual recording for its primary records and on playback capability for their analysis.
Journal ArticleDOI
The Role of Assessment in a Learning Culture
TL;DR: In this article, the authors present an historical framework highlighting the key tenets of social efficiency curricula, behaviorist learning theories, and scientific measurement, and offer a contrasting social constructivist conceptual framework that blends key ideas from cognitive, constructivist, and sociocultural theories.
Journal ArticleDOI
Reconstructing Mathematics Pedagogy from a Constructivist Perspective.
TL;DR: In this paper, a model of teacher decision-making with respect to mathematical tasks is presented, where the creative tension between the teacher's goals with regard to student learning and his responsibility to be sensitive and responsive to the mathematical thinking of the students is discussed.