Research Synthesis of Professional Development Surrounding Learning Progressions

• In Event: Current Research on the Use of Learning Progressions in Mathematics Formative Assessment: Explorations and Synthesis

Abstract

Objectives
This paper presents a research synthesis of professional development programs incorporate learning progressions into formative assessment. The literature review and synthesis will examine prior work of research programs that focuses on helping teachers understand learning progressions and to make formative use of them. By exploring the structures and supports from these projects, important design features can be identified to make recommendations for teachers support and professional development around the use of learning progressions in formative assessment.

Theoretical framework
Recent developments on learning trajectories have attracted the attention of a wide range of experts, practitioners and policymakers about their use to improve mathematics instruction, assessment, curricula, and standards. (Daro, Mosher, & Corcoran, 2011).
However, utilizing these trajectories to support instruction and formative assessment poses some challenges (VMP OGAP 2005, 2007 cited in Petit, Laird, & Marsden, 2010). Not only teachers’ knowledge and skills are needed to successfully implement learning progressions supporting formative assessments (Heritage, 2008); but also it is necessary to create new, feasible tools to support teachers’ understanding of learning trajectories. Therefore, programs of professional development can help teachers to develop the knowledge and skills needed to make use of learning progressions for instructional planning and formative assessment (Black et al, 2010).

Modes of inquiry
This paper presents a synthesis of four professional development research projects that focus on learning progressions as part of formative assessment. Critical features will be identified from the projects specifically as they relate to the following questions: 1) What features of the projects are focused on helping teachers understand learning progressions? 2) What features of the projects are focused on connecting the progressions and curriculum? 3) What features of the projects are focused on teachers’ decision making with respect to which assessment items to use, how to use them, when to use them? and 4) how do other projects help teachers use the information from items?

Data sources
Four projects were reviewed: a) Vermont Mathematics Partnership Ongoing Assessment Project (VMP OGAP 2005, 2007 cited in Petit, Laird, & Marsden, 2010), Cognitive Guided Instruction (CGI) (Fennema et al, 1996), Cognitively-Based Assessment of, for, and as Learning (CBAL) (Bennett and Gitomer, 2009), and the BEAR Assessment System (BAS; Wilson and Sloane 2000). The selection criteria for these projects was aligned with the context of a current project, where the aim is to create and collect validity evidence for diagnostic and formative use built around developmental models for middle school algebra.

Results
The full paper will present an analysis of structures and support characteristics found on the targeted programs, the gaps and some of the challenges facing developers and potential users. Furthermore, it will outline design recommendations based on the literature review for teacher support and professional development.

Scholarly significance of the study
Learning progressions are relatively new in the educational arena, providing a different approach for teachers to consider student learning. By examining existing programs, this work will provide new tools to help teachers bring every student to high levels of proficiency.

Author

• Alma Fabiola Rangel-Chavez, Texas A&M University