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.

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

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Aug 17th, 10:00 AM Aug 17th, 11:00 AM

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.