Scaling a System of Professional Learning for Formative Assessment Co-Design: The Aspire Project

Abstract

We have scaled an approach to support science teacher professional learning around classroom assessment using a learning progression and associated tools and routines to support student modeling of the crosscutting concept of energy. We describe the design of the learning progression and the ways in which it allowed us to scale science classroom assessment co-design across high school physics, chemistry, and biology professional learning communities.