Using a Research-Based Learning Progression Schema in the Design and Interpretation of Performance-Based Assessment Tasks

• In Event: Performance-Based Assessment: Something Old, Something New

Abstract

Objectives/Purpose
The purpose of this paper is to describe a pilot project with NYC public schools during the 2010-2011 school year involving a research-based learning progression schema to design and interpret results of performance-based assessments (PBAs) in writing at the K-5 grade levels.
Perspective(s) or theoretical framework
Educators face new challenges in organize instruction around the Common Core (CC) State Standards in English Language Arts and Literacy. Learning progressions (LPs) - descriptive continuums of how students develop and demonstrate more sophisticated understanding over time - can help teachers to better understand how student learning in the language arts can be facilitated over time with targeted instruction. In the areas of reading, writing, language use, and complexity of text structures, research-based LPs provide guidance for planning instruction, developing formative tools and performance assessments, and interpreting student performance.
Methods, techniques, or modes of inquiry
The focus of this project was to develop and pilot three progress-monitoring K-5 performance assessments using writing tasks aligned to the CC standards at six grade levels. Learning progressions that articulated characteristics of increasing text complexity and student understanding in the application of language arts were used to develop three assessment tasks at each grade level. Pilot teachers from ten NYC schools were then provided with draft assessments, protocols and support for conducting cognitive labs with selected students; and a student work analysis protocol for collaboratively analyzing performance with their peers. Analyzed results of student writing were used to refine task prompts and scoring criteria and annotate selected anchor papers before wider field testing was conducted in other NYC classrooms. To ensure that all students were afforded the opportunity to learn, performance assessments were embedded in instructional units – the first being used as a pre-assessment, and the others used as summative assessments embedded in instruction.
Data sources, evidence, objects, or materials
Artifacts from the pilot project include: administration guidelines with think aloud protocols for teachers piloting new performance assessments; scribing guidelines for young students, language-delayed students, and English language learners; student work analysis protocols; 18 CC-aligned performance tasks in writing with scoring rubrics; benchmark papers, annotated to show where on the learning pathway the performance would lie; protocols for selecting anchor papers and setting up calibration and scoring practice; and model units of study.
Results and/or substantiated conclusions or warrants for arguments/point of view
Learning progressions are hypothesized learning sequences that can be validated with evidence, in this case, qualitative analysis of student work. Providing teachers with tools such as LPs and well-developed performance assessments empowers them to consistently interpret results, monitor progress, and plan next steps for targeted instruction.
Scientific or scholarly significance of the study or work
Classroom use of research-based learning progressions is talked about in scholarly papers and articles, yet rarely have educators been provided with the tools to effectively apply the underlying cognitive learning models that they represent. LPs, while still in their infancy of classroom use, offer new possibilities in guiding teaching and learning that is empirically grounded.

Author

• Karin Hess, National Center for the Improvement of Educational Assessment, Inc.