Formative Assessment

Big Ideas in the Understanding of Fractions: A Learning Progression

Anonymous — Wed, 22 Mar 2023 19:23:29 +0000

Big Ideas in the Understanding of Fractions: A Learning Progression Anonymous (not verified) Wed, 03/22/2023 - 13:23

Sarah Wellberg , Derek Briggs , Sandy Student

Link to Resource: Big Ideas in the Understanding of Fractions: A Learning Progression

Authors: Sarah Wellberg, Derek C. Briggs, Sanford R. Student

This report details the development of a learning progression for the understanding of fractions. The intended use of the learning progression is to support formative assessment practices for children as they receive instruction during elementary school. The validity of the learning progression is evaluated by mapping its levels to vertically scaled test items answered by students taking Curriculum Associates' i-Ready Diagnostic Assessment. It is shown that there is a significant moderate correlation between the levels of the learning progression and the difficulty of the test items associated with each level.

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Classroom Assessment Principles to Support Teaching and Learning

Anonymous — Wed, 12 Feb 2020 00:51:34 +0000

Classroom Assessment Principles to Support Teaching and Learning Anonymous (not verified) Tue, 02/11/2020 - 17:51

Lorrie Shepard , Elena Diaz-Bilello , William Penuel , Scott Marion

Link to Resource: Classroom Assessment Principles to Support Teaching and Learning

Authors: Lorrie Shepard, Elena Diaz-Bilello, William Penuel, and Scott Marion

Suggested Citation: Shepard, L. A., Diaz-Bilello, E., Penuel, W. R., & Marion, S. F. (2020). Classroom assessment principles to support teaching and learning. Boulder, CO: Center for Assessment, Design, Research and Evaluation, University of Colorado Boulder.

This document presents a set of classroom assessment principles intended as a resource for practitioners, especially school leaders and district and state policymakers. Together these principles articulate a shared vision for effective classroom assessment practices. The key ideas guiding this vision come directly from learning sciences research and the research literatures on motivation and assessment. They explain how classroom assessment can best be enacted to support teaching and learning. An initial draft of these classroom assessment principles was developed in preparation for the NCME Special Conference on Classroom Assessment held at the University of Colorado Boulder, September 18-19, 2019.

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A Learning Progression for Modeling Energy Flows in Systems

Anonymous — Fri, 19 Jul 2019 20:44:51 +0000

A Learning Progression for Modeling Energy Flows in Systems Anonymous (not verified) Fri, 07/19/2019 - 14:44

Link to Resource: A Learning Progression for Modeling Energy Flows in Systems

Authors: The ASPIRE Reseach Team

Citation: Buell, J.Y., Briggs, D.C., Burkhardt, A., Chattergoon, R., Fine, C., Furtak, E.M., Henson, K., Mahr, B., & Tayne, K. (2019). A Learning Progression for Modeling Energy Flows in Systems. Boulder, CO: Center for Assessment, Design, Research and Evaluation (CADRE).

Abstract:

This paper outlines development of the Modeling Energy Flows Learning Progression and key indicators for each level of the learning progression. This learning progression is designed to directly support three-dimensional science learning by integrating the crosscutting concept of energy in systems and the science practice of modeling at each level. These two-dimensional levels can then be integrated with individual disciplinary core ideas. In this paper, we describe the foundational literature that informed development of the learning progression, the individual levels, and key indicators that mark transition points between levels. The learning progression is designed for use across scientific disciplines, but is also specific enough to support instructional coherence within disciplines. We posit that learning progressions that are designed in this way can serve to support systems of assessment, instruction, and professional development across multiple grade levels and disciplines.

By the ASPIRE Research Team. This paper outlines development of the Modeling Energy Flows Learning Progression and key indicators for each level of the learning progression. This learning progression is designed to directly support three-dimensional science learning by integrating the crosscutting concept of energy in systems and the science practice of modeling at each level.

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Learning progressions project: Documentation of pilot work and lessons learned in the 2013-2014 school year

Anonymous — Sat, 26 Aug 2017 02:15:00 +0000

Learning progressions project: Documentation of pilot work and lessons learned in the 2013-2014 school year Anonymous (not verified) Fri, 08/25/2017 - 20:15 Derek Briggs , Elena Diaz-Bilello , Fred Peck , Jessica Alzen , Rajendra Chattergoon , Abigail McClelland

Link to Resource: Learning progression project: Documentation of pilot work and lessons in the 2013-2014 school year.

Authors: Derek Briggs, Elena Diaz-Bilello, Fred Peck, Jessica Alzen, Rajendra Chattergoon, Abigail McClelland

Citation: Briggs, D. C., Diaz-Bilello, E., Peck, F., Alzen, J., Chattergoon, R., McClelland, A., (2014). Learning progression project: Documentation of pilot work and lessons in the 2013-2014 school year. Center for Assessment, Design, Research and Evaluation (CADRE) and National Center for the Improvement of Educational Assessment.

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The learning progression project year 2 pilot findings: mathematics.

Anonymous — Fri, 25 Aug 2017 20:49:11 +0000

The learning progression project year 2 pilot findings: mathematics. Anonymous (not verified) Fri, 08/25/2017 - 14:49 Derek Briggs , Fred Peck , Jessica Alzen , Raymond Johnson

Link to Resource: The Learning progression project year 2 pilot findings: Mathematics

Authors: Derek Briggs, Fred Peck, Jessica Alzen, Raymond Johnson

Suggested citation: Briggs, D.C., Peck, F., Alzen, J. & Johnson, R. (2015). The learning progression project year 2 pilot findings: mathematics. Report commissioned by the Colorado Department of Education. Boulder, CO: Center for Assessment Design Research and Evaluation (CADRE).

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