Start Date
17-8-2021 10:00 AM
End Date
17-8-2021 11:00 AM
Subjects
Learning progressions, Student assessment, Formative evaluation, Teaching methods, Primary secondary education
Abstract
Like all models, learning progressions (LPs) provide simplified representations of complex phenomena. One key simplification is the characterisation of student thinking in terms of levels. This characterisation is both essential for large-scale applications, such as informing standards, but potentially problematic for smaller-scale applications. In this paper, I describe a program of research designed to explore the smaller-scale use of LPs as supports for teacher classroom assessment practices in light of this simplification. Based on this research, I conclude that LP levels may serve as a generative heuristic, particularly when teachers are engaged with evidence of the limitations of LP levels and supported to use LPs in ways that do not rely on their levels.
Recommended Citation
Alonzo, A. C. (2021, August 16-20). Learning progressions as models and tools for supporting classroom assessment [Presentation]. Research Conference 2021: Excellent progress for every student: Proceedings and program. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-638-3_5
Copyright Statement
Copyright 2021 Alicia Alonzo. All rights reserved.
Place of Publication
Melbourne Vic
Publisher
Australian Council for Educational Research
ISBN
978-1-74286-638-3
DOI
https://doi.org/10.37517/978-1-74286-638-3_5
Included in
Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons
Learning progressions as models and tools for supporting classroom assessment
Like all models, learning progressions (LPs) provide simplified representations of complex phenomena. One key simplification is the characterisation of student thinking in terms of levels. This characterisation is both essential for large-scale applications, such as informing standards, but potentially problematic for smaller-scale applications. In this paper, I describe a program of research designed to explore the smaller-scale use of LPs as supports for teacher classroom assessment practices in light of this simplification. Based on this research, I conclude that LP levels may serve as a generative heuristic, particularly when teachers are engaged with evidence of the limitations of LP levels and supported to use LPs in ways that do not rely on their levels.