Learning Progression

Evaluating and Improving a Learning Trajectory for Linear Measurement in Elementary Grades 2 and 3: A Longitudinal Study

Mathematics
Measurement
Learning Progression
Elementary

We examined children’s development of strategic and conceptual knowledge for linear measurement. We conducted teaching experiments with eight students in grades 2 and 3, based on our hypothetical learning trajectory for length to check its coherence and to strengthen the domain-specific model for learning and teaching.We checked the hierarchical structure of the trajectory by generating formative instructional task loops with each student and examining the consistency between our predictions and students’ ways of reasoning.

Access Link
http://dx.doi.org/10.1080/10986065.2012.625075
Author/Presenter

Clements, Douglas

Barrett, Jeffrey

Sarama, Julie

Cullen, Craig

McCool, Jenni

Witkowski-Rumsey, Chepina

Klanderman, David

Year
2012

Using Learning Progression Research in Classroom Settings

Learning Progression
Teacher Practice
Day
Fri

Learning-progression research creates new possibilities for improving teaching practice while creating new challenges. Five projects exchange views focusing on problems of teaching practice.

Date/Time
-
Session Type
PI-organized Discussion
Presenters
Charles Anderson
Marianne Wiser
Kristin Gunckel
Nancy Songer
Brian Reiser
Session Materials
Anderson_PPT.pdf
Gunckel_PPT.pdf
Songer_PPT.pdf
SESSION AUDIO RECORDING

This session includes five projects engaged in design research to develop learning progression–based frameworks, assessments, and teaching practices/materials. The session focuses on five problems of practice that all of the projects face—where learning progression research creates new possibilities for improving current teaching practice while creating new challenges.

References

Combining Learning and Assessment to Improve Science Education

Learning Progression
Middle

Linn, M. C., & Chiu, J. (2011). Combining learning and assessment to improve science education. Research and Practice in Assessment, 5(Winter 2011), 4-13.

Author/Presenter

Marcia Linn

Jennifer Chiu

Lead Organization(s)
University of California, Berkeley (UC Berkeley)
University of Virginia (UVA)
Year
2011
Short Description

High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to postpone science inquiry activities until after the last standardized test is completed—often during the last week of school. Students spend countless hours practicing and taking multiple-choice tests that have little educational value. Even college courses now devote class time to multiple choice clicker questions and often rely on similar items for course grades. Instead we need learning tests that help students understand science while at the same time measure progress.

Resource(s)
Linn.Chiu_2011_ Combining learning and assessment to improve science ed.pdf

Combining Learning and Assessment to Improve Science Education

Learning Progression
Middle

Linn, M. C., & Chiu, J. (2011). Combining learning and assessment to improve science education. Research and Practice in Assessment, 5(Winter 2011), 4-13.

Author/Presenter

Marcia Linn

Jennifer Chiu

Lead Organization(s)
University of California, Berkeley (UC Berkeley)
University of Virginia (UVA)
Year
2011
Short Description

High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to postpone science inquiry activities until after the last standardized test is completed—often during the last week of school. Students spend countless hours practicing and taking multiple-choice tests that have little educational value. Even college courses now devote class time to multiple choice clicker questions and often rely on similar items for course grades. Instead we need learning tests that help students understand science while at the same time measure progress.

Resource(s)
Linn.Chiu_2011_ Combining learning and assessment to improve science ed.pdf

Combining Learning and Assessment to Improve Science Education

Learning Progression
Middle

Linn, M. C., & Chiu, J. (2011). Combining learning and assessment to improve science education. Research and Practice in Assessment, 5(Winter 2011), 4-13.

Author/Presenter

Marcia Linn

Jennifer Chiu

Lead Organization(s)
University of California, Berkeley (UC Berkeley)
University of Virginia (UVA)
Year
2011
Short Description

High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to postpone science inquiry activities until after the last standardized test is completed—often during the last week of school. Students spend countless hours practicing and taking multiple-choice tests that have little educational value. Even college courses now devote class time to multiple choice clicker questions and often rely on similar items for course grades. Instead we need learning tests that help students understand science while at the same time measure progress.

Resource(s)
Linn.Chiu_2011_ Combining learning and assessment to improve science ed.pdf

Combining Learning and Assessment to Improve Science Education

Learning Progression
Middle

Linn, M. C., & Chiu, J. (2011). Combining learning and assessment to improve science education. Research and Practice in Assessment, 5(Winter 2011), 4-13.

Author/Presenter

Marcia Linn

Jennifer Chiu

Lead Organization(s)
University of California, Berkeley (UC Berkeley)
University of Virginia (UVA)
Year
2011
Short Description

High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to postpone science inquiry activities until after the last standardized test is completed—often during the last week of school. Students spend countless hours practicing and taking multiple-choice tests that have little educational value. Even college courses now devote class time to multiple choice clicker questions and often rely on similar items for course grades. Instead we need learning tests that help students understand science while at the same time measure progress.

Resource(s)
Linn.Chiu_2011_ Combining learning and assessment to improve science ed.pdf
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