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

Session Submission Type: Symposium

Abstract

This symposium focuses on research investigating approaches to the use of learning progressions in formative assessment in mathematics. Active research on learning progressions in mathematics vary in terms of the form and grain size of progressions, activities for gathering evidence of student understanding, the ways in which they support instructional adjustment to move learning forward, and the kinds of professional development employed to help teachers understand and use progressions in the classroom. To promote discussion and reflection of the field, this symposium includes presentations on three active programs of research at three different institutions, sandwiched between two research syntheses that each reflect on a topic central to research on learning progression in formative assessment.

Sub Unit

• SIG-Classroom Assessment

Chair

• Malcolm Bauer, ETS

Papers

• Form and Function of Learning Progressions in Mathematics: A Framework and Review - Meirav Arieli-Attali, ETS

• Investigating the Impact of an Interactive Diagnostic Assessment Instrument on Classroom Instruction - Kenny Huy Nguyen, North Carolina State University

• The Use of Three Learning Progressions in Formative Assessment in Middle School Mathematics - Malcolm Bauer, ETS

• Research on Learning Fractions and Relational Thinking: Guiding Teacher’s Thinking About Children’s Learning - Susan B. Empson, The University of Texas - Austin

• Research Synthesis of Professional Development Surrounding Learning Progressions - Alma Fabiola Rangel-Chavez, Texas A&M University

Discussant

• Fritz A. Mosher, Teachers College, Columbia University