Alicia C. Alonzo

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Appendix to 2015 PERC submission

Andrew Elby, Alicia C. Alonzo, 2015 .

Taking Stock: Existing Resources for Assessing a New Vision of Science Learning

Li Ke, Alicia C. Alonzo, 2016 .

Discourse as a lens for reframing consideration of learning progressions

Alicia C. Alonzo, 2010, ICLS.

Considerations in Using Learning Progressions to Inform Achievement Level Descriptions

Alicia C. Alonzo, 2010 .

Learning progressions in science : current challenges and future directions

Amelia Wenk Gotwals, Alicia C. Alonzo, A. Gotwals, 2012 .

How Physics Teachers Model Student Thinking and Plan Instructional Responses When Using Learning-Progression-Based Assessment Information

Andrew Elby, Alicia C. Alonzo, 2015 .

Developing and assessing a force and motion learning progression

Jeffrey T. Steedle, Alicia C. Alonzo, J. Steedle, 2009 .

Examining the Utility of Elementary Science Notebooks for Formative Assessment Purposes

Alicia C. Alonzo, Pamela R. Aschbacher, 2006 .

Learning Progressions in Science

Amelia Wenk Gotwals, Alicia C. Alonzo, A. Gotwals, 2012 .

Value-Added ? Long Assessment of Students ’ Scientific Inquiry Skills

Alicia C. Alonzo, Pamela R. Aschbacher, 2004 .

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

Alicia C. Alonzo, O. Zlatkin-Troitschanskaia, Christiane Kuhn, 2016, Empirical Research in Vocational Education and Training.

Working memory, fluid intelligence, and science learning

Jeffrey T. Steedle, Richard J. Shavelson, Alicia C. Alonzo, 2006 .

Beyond Empirical Adequacy: Learning Progressions as Models and Their Value for Teachers

Alicia C. Alonzo, Andrew Elby, 2019, Cognition and Instruction.

Evaluation of a Model for Supporting the Development of Elementary School Teachers' Science Content Knowledge.

Alicia C. Alonzo, 2002 .

Diagnostic Assessment With Ordered Multiple-Choice Items

Derek C. Briggs, Alicia C. Alonzo, Mark Wilson, 2006 .

Learning progressions: significant promise, significant challenge

Alicia C. Alonzo, 2012 .

Using Learning Progressions to Inform Large-Scale Assessment

Alicia C. Alonzo, C. W. Anderson, T. Neidorf, 2012 .

Learning Progressions That Support Formative Assessment Practices

Alicia C. Alonzo, 2011 .

Considering Learning Progressions From a Classroom Assessment Perspective

Maryl Gearhart, Alicia C. Alonzo, M. Gearhart, 2006 .

Artifact Packages for Measuring Instructional Practice

Hilda Borko, Brian M. Stecher, Alicia C. Alonzo, 2003 .

Is Reform-Oriented Teaching Related to Mathematics and Science Achievement?

J. R. Lockwood, Alicia C. Alonzo, Valerie S. L. Williams, 2004 .

Editorial: The use of organized learning models in assessment

Neal M. Kingston, Alicia C. Alonzo, Haiying Long, 2022, Frontiers in Education.

Eliciting Student Responses Relative To A Learning Progression

Alicia C. Alonzo, 2012 .

Learning progressions: significant promise, significant challenge

Alicia C. Alonzo, 2012 .

The Psychometric Modeling of Ordered Multiple-Choice Item Responses For Diagnostic Assessment With A Learning Progression

Derek C. Briggs, Alicia C. Alonzo, Alicia Alonzo, 2012 .

The Refined Consensus Model of Pedagogical Content Knowledge in Science Education

Janet F. Carlson, Patricia J. Friedrichsen, Christopher D. Wilson, 2019, Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science.

Declarative and dynamic pedagogical content knowledge as elicited through two video‐based interview methods

Alicia C. Alonzo, Jiwon Kim, 2016 .

Affordances of video-based professional development for supporting physics teachers' judgments about evidence of student thinking

Alicia C. Alonzo, Jiwon Kim, 2018, Teaching and Teacher Education.

Moving Beyond Misconceptions: Learning Progressions as a Lens for Seeing Progress in Student Thinking

Alicia C. Alonzo, Claudia von Aufschnaiter, 2018, The Physics Teacher.

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

Alicia C. Alonzo, Christiane Kuhn, O. Zlatkin‐Troitschanskaia, 2016 .

Pedagogical content knowledge as reflected in teacher–student interactions: Analysis of two video cases

Alicia C. Alonzo, T. Seidel, M. Kobarg, 2012 .

Challenges of Simultaneously Defining and Measuring Knowledge for Teaching

Alicia C. Alonzo, 2007 .

Vignette-Based Surveys and the Mosaic II Project

Alicia C. Alonzo, Valerie L. Williams, G. Ryan, 2004 .

Learning Progressions and Competence Models: A Comparative Analysis

Alicia C. Alonzo, Moritz Krell, A. Upmeier zu Belzen, 2019, Contributions from Science Education Research.

Artifact Packages for Characterizing Classroom Practice: A Pilot Study

Hilda Borko, Brian M. Stecher, Shannon Moncure, 2005 .

The Role of Content in Inquiry-Based Elementary Science Lessons: An Analysis of Teacher Beliefs and Enactment

Alicia C. Alonzo, E. Furtak, 2010 .

The Nature of Student Thinking and Its Implications for the Use of Learning Progressions to Inform Classroom Instruction

Alicia C. Alonzo, Andrew Elby, 2014, ICLS.