Sáez. L., Lai, C. F., Tindal, G. (2013). Learning progressions: Tools for assessment and instruction for all learners (Technical Report No. 1307). Eugene, OR: Behavioral Research and Teaching, University of Oregon. Conceptually, learning progressions hold promise for improving assessment and instruction by precisely outlining what students know and don’t know at particular stages of knowledge and skill development. Based upon a synthesis of the literature, a rationale for the use of learning progressions maps to clarify how learning progresses in English language arts and mathematics is provided. TechRpt_1307
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