Context-Setting: The Next-Generation Science Standards and Conceptualizations of Learning Progressions

• In Event: Approaches to the Use of Learning Progressions Within Multidimensional Formative Assessment Activities in Science

Abstract

1. Purpose: Describe the development of the Next Generation Science Standards, their unique attributes and inherent measurement challenges, and the various ways in which learning progressions are being defined and utilized

2. Perspective/Theoretical Frameworks: The recently released NGSS call for student activities and assessments to integrate three dimensions: core disciplinary content, cross-cutting concepts, and practices, thereby creating new challenges in the design of instructional, formative assessment and summative assessment resources. Learning progressions have moved to the center of discussions about the improvement of instruction and assessment. However, there is no universally accepted definition of a learning progression (Corcoran and Mosher, 2009; Shavelson, 2009). This introductory presentation will provide the context for the following two presentations on formative assessment projects in science and the critiques by two nationally prominent Discussants.

3. Methods: The presenter will summarize the development of the NGSS, their unique and most challenging attributes, and the state of the field on learning progressions.

4. Data Sources: National Research Council’s Framework for K-12 Science Education (2011) and the Next Generation Science Standards (NGSS) (2013) define a new, integrated approach to science instruction and assessment. The K-12 Center has published scholarly works that explore the uses of learning progressions within NRC-funded research projects .

5. Point of View: The presenter will provide a short overview of the development of the NGSS and the variety of approaches to learning progressions.

6. Significance: This session will be a timely and much-needed opportunity to inform the AERA community of the research and development challenges and advances inherent in the NGSS (Gorin and Mislevy, in press) and the uses of learning progressions within formative assessments of these standards (Herman, in press).

Author

• Nancy Doorey, K-12 Center at ETS