ABSTRACT
Learning progressions have great potential as an organizing framework for classroom instruction and assessment. However, successful implementation of this framework hinges upon developing a curriculum-embedded system of student assessment. In this chapter, an approach to meeting this challenge is illustrated in the context of a learning progression in science that crosses the disciplinary boundaries of physics, chemistry, and biology in a high school setting. Four key ingredients of our approach include: (1) mapping and aligning the scientific content of the learning progression to the curricula of the participating teachers; (2) making the case that assessment activities targeted to the learning progression can provide teachers with relevant insights about their students; (3) bringing teachers together to discuss student ideas that emerge from assessment activities; and (4) linking the assessments within and across the courses taught by participating teachers.
