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35.049 - Teachers' Use of Learning Progressions for Formative Assessment: Implications for Professional Development and Further Research
Fri, April 17, 4:05 to 6:05pm, Marriott, Floor: Fifth Level, ScottsdaleSession Type: Symposium
Abstract
Learning progressions (LPs) have great promise for helping teachers engage in formative assessment practices by providing guidance about students’ learning pathways and the milestones that they reach on their way to achieving standards. LP-based assessment practices can potentially provide information that is more easily interpreted by teachers and allow them to make better informed and more precise decisions about student needs and appropriate instructional responses. This symposium will present six papers describing the latest research on how teachers are using learning progressions in diverse content areas as a basis for formative assessment practices: developing student learning objectives; eliciting and interpreting student ideas; and planning and carrying out classroom instruction that is sensitive to all students’ learning needs.
Sub Unit
Chair
Papers
Implementing a Learning Progression–Based Approach to Student Learning Objective Development: Results From a Pilot Test in Three Schools - Derek C. Briggs, University of Colorado, Boulder; Frederick Peck, University of Montana - Missoula; Jessica Alzen, University of Colorado - Boulder
Learning Progressions in Action in a Middle School: A Case Study - Jennifer L. Kobrin, Pearson
Scaling Up Language Learning Progressions to Support Formative Assessment: Lessons Learned From a Case Study Implementation - Margaret Heritage, WestEd; Alison L. Bailey, University of California - Los Angeles
Supporting Teachers' Formative Assessment Practices With Learning Progressions: Results of a Longitudinal Study - Erin Marie Furtak, University of Colorado - Boulder; Ruhan Circi Kizil, University of Colorado - Boulder; Sara C. Heredia, Exploratorium Teacher Institute
One Teacher's Use of a Learning Progression to Generate Knowledge About Student Understanding of Physics - Alicia C. Alonzo, Michigan State University; Andrew R. Elby, University of Maryland - College Park
Designing Instruction Based on Learning Progressions: Teachers' Use of Diagnostic Assessments to Support Struggling Students - Leanne R. Ketterlin-Geller, Southern Methodist University; Pooja Shivraj, Southern Methodist University; Deni L. Basaraba, Bethel School District 52