47.063 - Validating Theories of Learning for Classroom Assessment Design: Sources of Evidence

Session Type: Symposium

Abstract

Theories of learning are theoretical propositions about how individuals develop expertise in a domain, and can provide a meaningful foundation from which to design assessments. Because theories of learning also inform curriculum and instruction, they are particularly relevant as the theoretical foundation from which to design classroom assessments. In this symposium, we describe a cyclical process for validating theories of learning and present results from empirical studies conducted within a classroom assessment context. Three studies showcase how qualitative and quantitative methods that can be used to empirically evaluate the sufficiency and accuracy of the theory of learning. Finally, the correspondence between these sources of evidence and the overall evaluation of validity will be considered.

Sub Unit

• SIG-Cognition and Assessment

Chair

• Leanne R. Ketterlin-Geller, Southern Methodist University

Papers

• Cycle for Validating a Learning Progression - Edith Aurora Graf, ETS; Peter Van Rijn, ETS Global

• Working at Scale to Recover Learning Trajectories Empirically for Grades 6–8 Math Through Ongoing Validation - Jere Confrey, North Carolina State University; Emily Toutkoushian, University of North Carolina - Chapel Hill; Meetal Shah, North Carolina State University

• Comparing Two Approaches to Recovering Levels of a Learning Progression in Math - Emily R. Lai, Pearson; Kristen E. Dicerbo, Pearson

• Evidence From Educators: Empirical Recovery of the Learning Progression Through the Lens of Teachers - Leanne R. Ketterlin-Geller, Southern Methodist University; Lindsey Perry, Southern Methodist University; Elizabeth Lynn Adams, Southern Methodist University

• Fostering and Evaluating Coherence in Assessing Learning Progressions - Paul D. Nichols, ACT, Inc.