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After the Bell: Balancing the equity equation—The importance of experience and culture in science learning |
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Feed Up, Feedback, and Feed Forward |
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Formative Assessment Probes: “Doing” Science |
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Formative Assessment Probes: “More A – More B” Rule |
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Formative Assessment Probes: Does It Have a Life Cycle? |
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Formative Assessment Probes: Food for Plants: A Bridging Concept |
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Formative Assessment Probes: How Far Did It Go? |
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Formative Assessment Probes: Is It Living? |
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Formative Assessment Probes: Needs of Seeds |
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Formative Assessment Probes: Pushes and Pulls |
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Formative Assessment Probes: Representing Microscopic Life |
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Formative Assessment Probes: Seeing the Light |
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Formative Assessment Probes: Talking About Shadows |
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Formative Assessment Probes: Teachers as Classroom Researchers |
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Formative Assessment Probes: The Daytime Moon |
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Formative Assessment Probes: The Mitten Problem |
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Formative Assessment Probes: To Hypothesize or Not |
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Formative Assessment Probes: Uncovering Students' Ideas in Science |
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Formative Assessment Probes: Where Are the Stars? |
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Formative Assessment Probes: Where Did the Water Go? |
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Formative Assessment Probes: With a Purpose |
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How Does Student Performance on Formative Assessments Relate to Learning Assessed by Exams? |
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Nature's Advice Book |
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Perspectives: Assessing for Science Learning |
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Science Sampler: Differentiated assessment |
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Science Sampler: Formative assessment guideposts |
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Science Sampler: Using graphic organizers as formative assessment |
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Science Sampler: Visual formative assessments—The use of images to quickly assess and record student learning |
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Seamless Assessment |
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The Benefits of Formative Assessments for Teaching and Learning |
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