Abstract
The assessing strand is critical to work on learning progressions. Obtaining evidence to support or revise a proposed learning progression requires assessments (methods to elicit student responses relative to the learning progression) in order to test hypotheses about student thinking and its evolution over time. In addition, many proposed applications of learning progressions involve assessments—either directly or indirectly. The most recent science framework for the National Assessment of Educational Progress (NAEP) calls for the inclusion of learning progressions in this influential national test (National Assessment Governing Board [NAGB], 2008).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Alonzo, A. C. (2009, April). Design criteria for learning progressions to support teachers' formative assessment practices In A. C. Alonzo (Chair), Learning progressions in science: Tools for teaching, learning, and assessment. Symposium conducted at the annual meeting of the American Educational Research Association, San Diego, CA.
Alonzo AC (2010) Discourse as a lens for reframing consideration of learning progressions. In: Gomez K, Lyons L, Radinsky J (eds) Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) -, vol 1, Full Papers. International Society of the Learning Sciences, Chicago, IL, pp 588–595
Alonzo AC (2011) Learning progressions that support formative assessment practices. Measurement: Interdisciplinary Research and Perspectives 9:124–129
Alonzo AC, Steedle JT (2009) Developing and assessing a force and motion learning progression. Science Education 93:389–421
Black P, Wilson M, Yao S-Y (2011) Roadmaps for learning: A guide to the navigation of learning progressions. Measurement: Interdisciplinary Research and Perspectives 9:71–123
Briggs DC, Alonzo AC, Schwab C, Wilson M (2006) Diagnostic assessment with ordered multiple-choice items. Educational Assessment 11:33–63
Common Core State Standards Initiative. (2010). Common Core State Standards for mathematics. Retrieved from http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
Corcoran, T., Mosher, F. A., & Rogat, A. (2009, May). Learning progressions in science: An evidence- based approach to reform. (CPRE Research Report #RR-63). Philadelphia, PA: Consortium for Policy Research in Education.
Daro, P., Mosher, F. A., & Corcoran, T. (2011, January). Learning trajectories in mathematics: A foundation for standards, curriculum, assessment, and instruction (CPRE Research Report #RR-68). Philadelphia, PA: Consortium for Policy Research in Education.
diSessa AA (1993) Toward an epistemology of physics. Cognition and Instruction 10:105–225
diSessa AA, Gillespie NM, Esterly JB (2004) Coherence versus fragmentation in the development of the concept of force. Cognitive Science 28:843–900
Educational Testing Service. (2009, December). Response to request for input on the Race to the Top assessment program. Retrieved from http://www.ets.org/Media/Home/pdf/ETS_Response_RacetotheTopAssessment.pdf
Embretson S, Gorin J (2001) Improving construct validity with cognitive psychology principles. Journal of Educational Measurement 38:343–368
Gotwals AW, Songer NB (2010) Reasoning up and down a food chain: Using an assessment framework to investigate students' middle knowledge. Science Education 94:259–281
Ioannides, C., & Vosniadou, S. (2001). The changing meanings of force: From coherence to fragmentation. Cognitive Science Quarterly, 2(1), 5-62. Retrieved from University of Athens website: http://www.cs.phs.uoa.gr/el/staff/vosniadou/force.pdf
Lehrer R, Schauble S (2010) March). Seeding evolutionary thinking by engaging children in modeling its foundations, Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA
Messick S (1989) Validity. In: Linn RL (ed) Educational measurement, 3rd edn. Macmillan, New York, NY, pp 13–103
Messick S (1995) Validity of psychological assessment: Validation of inferences from persons' responses and performances as scientific inquiry into score meaning. American Psychologist 50:741–749
Mislevy, R. J., Steinberg, L. S., & Almond, R. G. (2003).On the structure of educational assessments. Measurement: Interdisciplinary Research and Perspectives, 1, 3-62.
National Assessment Governing Board. (2008, September). Science framework for the 2009 National Assessment of Educational Progress. Retrieved from http://www.nagb.org/publications/frameworks/science-09.pdf
National Research Council (2001) Knowing what students know: The science and design of educational assessment. National Academy Press, Washington, DC
National Research Council (2006) Systems for state science assessment. The National Academies Press, Washington, DC
National Research Council (2007) Taking science to school: Learning and teaching science in grades K-8. The National Academies Press, Washington, DC
National Research Council (2011) A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press, Washington, DC
Schmidt, W. H., McKnight, C. C., & Raizen, S. A. (1997). A splintered vision: An investigation of U.S. science and mathematics education. Dordrecht, The Netherlands: Kluwer Academic Publishers.
Shavelson, R. J., Yin, Y., Furtak, E. M., Ruiz-Primo, M. A., Ayala, C. C., Young, D. B..,... Pottenger, F. (2008). On the role and impact of formative assessment on science inquiry teaching and learning. In J. E. Coffey, R. Douglas, & C. Stearns (Eds.), Assessing science learning: Perspectives from research and practice. (pp. 21-36). Arlington, VA: NSTA Press.
Smith CL, Wiser M, Anderson CW, Krajcik J (2006) Implications of research on children's learning for standards and assessment: A proposed learning progression for matter and the atomic- molecular theory. Measurement: Interdisciplinary Research and Perspectives 4:1–98
Stevens SY, Delgado C, Krajcik JS (2010) Developing a hypothetical multi-dimensional learning progression for the nature of matter. Journal of Research in Science Teaching 47:687–715
Vosniadou S, Brewer WF (1992) Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology 24:535–585
Wainer H (2000) Computer-adaptive testing: A primer, 2nd edn. Lawrence Erlbaum Associates, Inc, Mahwah, NJ
Wainer, H. (2010). Computerized adaptive testing. In I. B. Weiner & W. E. Craighead (Eds.), Corsini Encyclopedia of Psychology. doi: 10.1002/9780470479216.corpsy0213
Webb, N. L. (1997). Criteria for alignment of expectations and assessments in mathematics and science education (Research Monograph No. 6). Retrieved from University of Wisconsin, Wisconsin Center for Education Research website: http://facstaff.wcer.wisc.edu/normw/WEBBMonograph6criteria.pdf
Wilson M (ed) (2004) Towards coherence between classroom assessment and accountability: The 103rd yearbook of the National Society for the Study of Education, Part II. The University of Chicago Press, Chicago, IL
Wilson M (2005) Constructing measures: An item response modeling approach. Lawrence Erlbaum Associates, Mahwah, NJ
Editor information
Rights and permissions
Copyright information
© 2012 Sense Publishers
About this chapter
Cite this chapter
Alonzo, A.C. (2012). Eliciting Student Responses Relative To A Learning Progression. In: Alonzo, A.C., Gotwals, A.W. (eds) Learning Progressions in Science. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-824-7_11
Download citation
DOI: https://doi.org/10.1007/978-94-6091-824-7_11
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6091-824-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)
