Exploring alignment among learning progressions, teacher-designed formative assessment tasks, and student growth: Results of a four-year study

Furtak, Erin Marie; Circi, Ruhan; Heredia, Sara C.

doi:10.1080/08957347.2017.1408624

Cited by 23 publications

(22 citation statements)

References 27 publications

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“…We discuss the results from the analysis of the latter because they provided information on teachers’ role in building horizontal coherence among curriculum, instruction, and assessment. This group includes two studies assessed teacher knowledge as it relates to a student LP (Gunckel, Covitt, & Salinas, ; Jin, Shin, Johnson, Kim, & Anderson, ); 10 studies investigated how teachers or preservice teachers used LPs for formative assessment (Alonzo, ; Covitt, Gunckel, Bess, & Syswerda, ; Furtak, ; Furtak, Bakeman, & Buell, ; Furtak, Circi, & Heredia, ; Furtak & Heredia, ; Furtak et al, ; Furtak et al, ; von Aufschnaiter & Alonzo, ; Zhai, Li, & Guo, ); and one study (Jin, Johnson, Shin, & Anderson, ) explored how teachers’ classroom discourse helped students move up the LP levels.…”

Section: Resultsmentioning

confidence: 99%

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

et al. 2019

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To evaluate the recent advances in learning progression (LP) research and identify future research directions, we reviewed LP literature from 2006 to 2018. Through a systematic search of Web of Science databases and key journals, we located 130 LP articles published between 2006 and 2018. Among these articles, we reviewed 86 studies. The review was framed around three types of coherence that LPs can provide in a system of curriculum, instruction, and assessment: developmental, vertical, and horizontal coherence. Developmental coherence refers to the idea that LPs, as cognitive models, should describe development in students from intuitive thinking to scientific thinking. It provides a foundation for building the horizontal coherence (the alignment among curriculum, instruction, and assessment) and the vertical coherence (the linkage between classroom and large-scale assessments). The results of our review suggest significant advances in enhancing the developmental coherence. More specifically, existing LPs have captured the mechanisms of knowledge development and integrated knowledge and practice in different ways. Regarding the horizontal coherence, while the methodology for the development and validation of LPs has been established, limited attention has been given to LP-based interventions and teachers' understanding and use of LPs. Only one study explored LP's role in building vertical coherence. The review reveals a great need for future research (a) to develop LPs for scientific reasoning that cut across multiple science topics and disciplines, (b) to use LPs in instructional interventions, teacher education, and professional development, and (c) to use LPs to link classroom assessments with large-scale assessments.

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Section: Resultsmentioning

confidence: 99%

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

et al. 2019

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“…To support such instruction, LPs may be used to break larger instructional goals (i.e., the top level) into smaller goals (i.e., lower levels) and, thus, to identify appropriate subgoals (Heritage, 2008). Even if teachers do not attend to LP levels, awareness of common student ideas highlighted in LPs may help teachers to provide instruction and/or feedback that is specific to students' current ideas (e.g., Furtak, Heredia, & Circi, 2018).…”

Section: Respondingmentioning

confidence: 99%

Learning progressions as a simplified model: Examining teachers' reported uses to inform classroom assessment practices

2022

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As models of how students' thinking may change over time, learning progressions (LPs) have been considered as supports for teachers' classroom assessment practices. However, like all models, LPs provide simplified representations of complex phenomena. One key simplification is the characterization of student thinking using levels—that is, the twin assumptions that student thinking is both coherent and consistent. While useful for the design of standards and curricula, the LP level simplification may threaten the basic premise that LPs could be used to diagnose a student's level and then provide tailored instruction in response. At the same time, our work with teachers suggests that, even with their simplifications, LPs may be useful in the classroom. Thus, rather than abandoning LPs, we sought to understand their potential affordances by exploring how teachers learn from LPs (knowledge‐for‐practice) and contribute to deeper understanding of LP use (knowledge‐of‐practice) as they identify and enact uses of these tools. To do so, we engaged high school physics teachers in a 2‐year, LP‐based professional development program. Based on qualitative analyses of planning meetings and interviews with the teachers, we describe how teachers used LPs to support classroom assessment with varying reliance on the LP level simplification. Although teachers used LPs in ways that relied on the coherence and consistency assumptions of the LP level simplification, uses of LPs that did not require these assumptions were more prevalent both within and across teachers. This study's findings have implications for research, teacher professional development, and the design of LPs.

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“…Erin Furtak, one of the authors of this paper, has conducted multiple studies over the past 15 years which explore the ways in which science teachers design formative assessment tasks as part of long-term professional learning experiences that support both teacher and student learning. Several studies (e.g., Furtak, 2012;Furtak, Circi & Heredia, 2018;Furtak, Th ompson, Braaten & Windschitl, 2012) have sought to better understand the ways in which learning progressions, or representations of the development of student ideas in a domain of science, might support teachers in designing and enacting formative assessment tasks in high school science teaching. She began her career within a project that shared many characteristics of action and practice research (Furtak et al, 2008), conducted in collaboration with teachers as they inquired into their own practice.…”

Section: An Illustration Of How One Rpp Approached the Imperatives Tomentioning

confidence: 99%

“…Th ese studies were built upon the logic of effi ciency model -where a project is conducted, and when it's fi nished, the empirical results are derived by the researcher and then disseminated to researcher and practitioner communities. While seeing changes in practice and student learning was satisfying to the researcher (Furtak et al, 2018), it was challenging to discover that, aft er the structure of the research project was taken away, teachers no longer had the space or opportunity to engage in these sustained inquiries into their own teaching practice. DDS, 113.…”

Section: Following the Logic Of Effi Ciency: Individual Studiesmentioning

confidence: 99%

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Exploring alignment among learning progressions, teacher-designed formative assessment tasks, and student growth: Results of a four-year study

Cited by 23 publications

References 27 publications

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

Learning progressions as a simplified model: Examining teachers' reported uses to inform classroom assessment practices

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