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- W78116536 abstract "Do all students have access to instruction of grade-level content? What does a measure of academic progress within and across grade levels actually look like? Do state content standards provide enough of a map to plan meaningful instruction within each school year? What guides instructional decisions when students fall behind, or when instruction focuses on skills and concepts considered to be “below” current grade level content? To answer these complex and multi-layered questions, we must examine several important dimensions of standards-based curriculum, instruction, and assessment as we consider applying a learning continuum schema to measure progress for all students." @default.
- W78116536 created "2016-06-24" @default.
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- W78116536 date "2008-01-01" @default.
- W78116536 modified "2023-09-27" @default.
- W78116536 title "Developing and Using Learning Progressions as a Schema for Measuring Progress" @default.
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