Systems Thinking Approaches to Learning and Assessment Design

Session Type: Symposium

Abstract

Assessments are not used within a vacuum; rather, they exist within larger systems comprising several components that interact to influence student learning: instruction, curriculum, professional learning, and assessment, all unfolding within a broader school ecosystem. When components of these systems cohere, teachers and students are more likely to succeed. Coherence is achieved when each component reflects the same theory of learning or model of how students understand a given topic. Multi-component systems of learning integrated around theories of learning may better support teachers in diagnosing student (mis)understanding, designing effective instruction targeting specific gaps, tracking student progress, and providing feedback. This session will describe three examples of multi-component systems of learning that are integrated around research-based theories of learning.

Sub Unit

• SIG-Systems Thinking in Education

Chair

• Steve Ferrara, Pearson School

Papers

• Introduction to Systems Thinking - Paul D. Nichols, ACT, Inc.

• Developing and Piloting the Insight Learning System - Emily R. Lai, Pearson; Kristen E. Dicerbo, Pearson; Jennifer L. Kobrin, Pearson

• A Systems Approach to Developing a Learning Progression and Associated Instructional Units and Assessments - Mark R. Wilson, University of California - Berkeley

• Use of Fine-Grained Learning Maps to Develop a Large-Scale Alternate Assessment - Neal M. Kingston, The University of Kansas

Discussant

• James W. Pellegrino, University of Illinois at Chicago