Learning Progression–Based Assessments: A Systematic Review of Student and Teacher Uses

Abstract

This systematic review examined evidence of the utility of learning progression (LP)–based assessments to inform teaching and student learning in classroom contexts. Fifty-nine studies met inclusion criteria and were analyzed against four research questions. Evidence highlighted their potential for supporting judgments about learning, informing instructional and learning decisions, and improving teacher learning and development. Although 23 studies measured student achievement, reporting positive overall effects, only 6 adopted the experimental designs necessary for causal claims. Using LP-based assessment for formative purposes was well supported. Limited evidence was found regarding summative and accountability uses. Findings show that LP-based assessment design and use requires trade-offs relating to standardization and scale. Teachers need opportunities for negotiation when making judgments and integrating LP-based assessments into existing curriculum and policy contexts. Future research should examine student use of LP assessments and find a balance between standardization and customization to meet the needs of diverse learners and local contexts.

Supporting teacher judgement and decision‐making: Using focused analysis to help teachers see students, learning, and quality in assessment data

“…While commentaries that linked specific areas for improvement in student work with specific teaching strategies were produced, some included only limited connection to CK, which made it difficult to precisely identify student weaknesses and next learning steps. Particularly for teachers who are unsure of the development of knowledge and skills within a particular discipline, learning progressions (LP) and corresponding LP‐based assessment tools may be helpful for identifying current levels of understanding and guiding teacher decision‐making around the content and key skills to focus on in next‐step teaching strategies (Harris et al., 2022).…”

Empirical Validation of a Learning Progression in Initial Chemistry Education

“…Extremely broad LPs tend to be more large-grained, whereas small LPs tend to be more fine-grained (Johnson & Tymms, 2011). Teachers do not agree on which grain size of LP is ideal for teaching purposes (Harris et al, 2022). Regardless, the development processes for LPs are always similar.…”

“…Goecke et al (2022) state that the method of inquiry does not affect what is measured with different response formats, while Chen et al (2016) opt for mixed formats. A review by Harris et al (2022) shows that the majority of studies utilizes short-answer or fixed response tasks. Independent of this, Jin et al (2023) note that a systematic evaluation of LP is still rare.…”

Роль Критериального Оценивания В Развитии Учебно-Познавательной Деятельности

“…Қазіргі білім беру мен оқытудағы маңызды және орталық мәселе болып табылатын оқушының оқу-танымдық қызметін бағалауда мұғалім тарапынан оқушының оқу жетістіктеріне деген мұқияттылық пен үлкен жауапкершілікті, қолдауды талап ететіні сөзсіз. Осы тұрғыдан жүргізілген зерттеулерде мұғалімнің қалыптастырушы бағалауда оқушы жетістігінің алға жүру (прогрестік) қадамдарына қолдау көрсететін арнайы тапсырмаларды құру мен орындатуы маңызды рөл атқаратынын айтады және ол тапсырмалардың оқушы тарапынан орындалуы мен мұғалімнің бағалауы міндетті түрде оқушымен бірге талданып отыруы тиіс екендігі алға тартылады [18].…”