Declarative and dynamic pedagogical content knowledge as elicited through two video-based interview methods von Alonzo, Alicia C., Kim, Jiwon

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An argument for formative assessment with science learning progressions von Alonzo, Alicia C.

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Developing and assessing a force and motion learning progression von Alonzo, Alicia C, Steedle, Jeffrey T

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Pedagogical content knowledge as reflected in teacher-student interactions: Analysis of two video cases von Alonzo, Alicia C., Kobarg, Mareike, Seidel, Tina

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Learning progressions as a simplified model: Examining teachers' reported uses to inform classroom assessment practices von Alonzo, Alicia C., Wooten, Michelle M., Christensen, Julie

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Foundations of formative assessment: Introducing a learning progression to guide preservice physics teachers' video-based interpretation of student thinking von von Aufschnaiter, Claudia, Alonzo, Alicia C.

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Exploring the learning progression-formative assessment hypothesis von Alonzo, Alicia C.

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Moving Beyond Misconceptions: Learning Progressions as a Lens for Seeing Progress in Student Thinking von Alonzo, Alicia C., von Aufschnaiter, Claudia

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Diagnostic Assessment With Ordered Multiple-Choice Items von Briggs, Derek C., Alonzo, Alicia C., Schwab, Cheryl, Wilson, Mark

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Taking Stock: Existing Resources for Assessing a New Vision of Science Learning von Alonzo, Alicia C., Ke, Li

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Evaluating the pedagogical content knowledge of pre- and in-service teachers of business and economics to ensure quality of classroom practice in vocational education and training von Kuhn, Christiane, Alonzo, Alicia C., Zlatkin-Troitschanskaia, Olga

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Learning Progressions That Support Formative Assessment Practices von Alonzo, Alicia C.

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The role of content in inquiry-based elementary science lessons : an analysis of teacher beliefs and enactment von Furtak, Erin Marie, Alonzo, Alicia C.

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Editorial: The use of organized learning models in assessment von Kingston, Neal M., Alonzo, Alicia C., Long, Haiying, Swinburne Romine, Russell

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Learning progressions: significant promise, significant challenge von Alonzo, Alicia C

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Affordances of video-based professional development for supporting physics teachers' judgments about evidence of student thinking von Alonzo, Alicia C., Kim, Jiwon

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Considerations in Using Learning Progressions to Inform Achievement Level Descriptions von Alonzo, Alicia C.

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Declarative and dynamic pedagogical content knowledge as elicited through two video-based interview methods: PCK THROUGH VIDEO-BASED INTERVIEW METHODS von Alonzo, Alicia C., Kim, Jiwon

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Challenges of Simultaneously Defining and Measuring Knowledge for Teaching von Alonzo, Alicia C.

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Tracing the Assessment Triangle for Formative Assessment: Not All Learning Progressions Are Created Equal von Alonzo, Alicia C.

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