Developing and Evaluating Learning Progression–Based Assessments in Mathematics

• In Event: 52.059 - Cognition and Assessment in Practice

Abstract

The purpose of this paper is to describe an application of a principled approach to designing a set of learning and assessment tasks aligned to a learning progression (LP) in mathematics, and to share some initial empirical results regarding the validity of the LP and the inferences furnished by the tasks. We used learning sciences research to construct an LP focusing on elementary students' understanding of geometric measurement of area. We then designed a set of tasks that could be used to provide evidence of students' location along the LP. We conducted clinical interviews with six students and will analyze results to determine whether the tasks are actually eliciting the targeted behaviors and whether responses are consistent with the LP.

Authors

• Emily R. Lai, Pearson

• Paul D. Nichols, ACT, Inc.

• Jennifer L. Kobrin, Pearson