Learning progressions, or sequences of how ideas and practices develop within domains, are increasingly a focus of science education research. Recently, researchers have called for these progressions to be used as interpretive frameworks for teachers' instructional planning and assessment practices. In this study, we explore data from two high schools collected in two studies. In the first study, we engaged with teachers to develop and refine a learning progression for natural selection alongside formative assessments. In the second study, we took this learning progression to teachers at a different school, and used it to co-develop formative assessments and plan units. We adopt a communities of practice perspective to frame two case studies of these schools, taking the learning progression as a boundary object that not only maintained its meaning across the two different communities, but also took up different meanings within each community. We found that the learning community that helped to develop the learning progression used it as an opportunity to bring previously disparate units into sync, and to develop and enact a common sequence of formative assessments within their unit. In contrast, at the second school, teachers struggled to make sense of the learning progression within the accountability context of their school, as well as other tools provided them by the school and district. These results indicate that teachers could potentially benefit from the opportunity to co-develop learning progressions with researchers that capture their ideas that are shared within the community; however, if learning progressions are not in sync with other tools provided to teachers to structure their planning, they will not be taken up in the same way. # 2014 Wiley Periodicals, Inc. J Res Sci Teach 51:982-1020, 2014.

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Background: Research has shown that students have a variety of ideas about natural selection that may be context dependent. Prior analyses of student responses to open-ended evolution items have demonstrated that students apply more core ideas about natural selection when asked about animals, but respond with the same number of naive ideas for plant and animal items. Other research has shown that changing an item to ask about trait loss or gain shifted the types of naive ideas applied by students in their responses. In this paper, we take up both of these findings to determine if differences exist in the types of ideas students apply to similar items with either a plant or an animal in the item stem. Results:In order to understand if students applied different ideas to plants or animals in distractor-driven multiplechoice questions, we analyzed high school biology students' responses to matched-item pairs. Dichotomous scoring revealed that students chose the correct response more often for the animal items as compared to the plant items. Chi squared analyses revealed significant differences in the distribution of student responses to matched items. For example, more students chose responses that defined animal fitness as related to their strength and plants' fitness related to its longevity. Conclusions:These results suggest that varied context of plants or animals in item stems on diagnostic assessments can provide teachers with a more complete picture of their students' ideas about natural selection prior to instruction. This is particularly important in assessments used prior to instruction; as teachers will gain greater insight into the variety of ways students think about natural selection across different types of plants and animals.

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This study explores the role of conceptual coherence in science teacher learning of science‐specific formative assessment. Conceptual coherence refers to the alignment of ideas about teaching and learning and may be difficult with certain teaching practices, like formative assessment, that have a central role in accountability mechanisms in schools. The case study analyzes how one department of science teachers surfaced and managed issues of coherence as they developed and implemented science‐specific formative assessments during a 3‐year, job‐embedded professional development program. The issues of coherence shifted over the course of the 3 years of professional development as organizational changes happened at the district and the school. These shifting sources of incoherence resulted in varied uptake and use of the resources provided through professional development. When the source of incoherence was with changes introduced by the district or the school administration, the teachers did not leverage the resources provided by the professional development team. However, when the teachers surfaced issues of coherence in their classroom instruction, the science teachers relied on the professional development resources in their sensemaking. The results of this study have implications for the design of science teacher professional learning to provide teachers opportunities to manage sources of incoherence as they work to implement new instructional practices in their classrooms.