Why should cognitive learning models be the foundation for next generation assessments? Karin Hess Center for Assessment Sue Bechard Inclusive Educational Assessment Cameto, R., Bechard, S., & Almond P. (Eds.). (2012). Third Invitational Research Symposium: Understanding Learning Progressions and Learning Maps to Inform the Development of Assessment for Students in Special Populations. Manuscript in preparation. Menlo Park, CA, and Lawrence, KS: SRI International and Center for Educational Testing and Evaluation (CETE). Understanding Learning Progressions and Learning Maps to Inform the Development of Assessment for Students in Special Populations 1
Topic 1 Work Group • Rosemary Abel • Sue Bechard • Diane Browder • Chris Camacho • Karin Hess • Leah McConaughey • Mike Russell • Kelli Thomas
Cognitive learning models reflect HOW students learn • Learning models (learning progressions and learning maps) describe the typical pathways that students take as they develop understanding from novice to mastery of concepts and skills, based on research and conceptual analysis (Smith et al., 2006). • Learning models (learning progressions) visually and verbally articulate an hypothesis about how learning will typically move toward increased understanding for most students (Hess, 2009.) • Learning models (learning progressions) differ in scope, breadth, and grain size (Heritage, 2010) Understanding Learning Progressions and Learning Maps to Inform the Development of Assessment for Students in Special Populations 3
Cognitive learning models reflect HOW students learn (cont.) • Learning models (learning progressions) propose the intermediate understandings that are “ reasonably coherent networks of ideas and practices…that contribute to building a more mature understanding…the important precursor ideas may not look like the later ideas, yet crucially contribute to their construction.” ( Taking Science to School , 2007) • Learning models reflect systematic consideration of interactions among the learner, the content, and the context for learning, as well as the dynamic, cumulative outcomes of these interactions (Cameto, Bechard, & Almond, eds., 2012).
Characteristics of Learning Progressions and Learning Maps Cognitive Learning Models Learning Maps Based on cognition and Learning Progressions developing concepts/skills in a Are organized around Reflect the “universe” of domain Multi-dimensional “big ideas” or “unifying cognition (abilities), Can be sequential and/or ideas” concepts (knowledge), and cyclical Consist of pathways skills related to a domain Can have a range of granularity Consist of networks of Have components that are: and key learning targets Multiple pathways are sequenced learning targets Static=based on normative data Multiple pathways are and/or Dynamic=based on implied individual learning data Provide potential embedded Do not address rate of learning Are sometimes more interim learning targets Reflect consideration of built upon earlier detailed than progressions interactions among learner learning along multiple characteristics, content, and context (and interrelated) Validation is data-based and pathways (or strands) iterative
Section of DLM Mathematics Map
DLM Mathematics Map on Transformations
The Learning Progressions Frameworks (LPFs) Designed for Use with the Common Core State Standards Developed by researchers and content experts synthesizing available research • Began by framing Big Ideas of each content discipline, then described grade span learning targets, and indicators of progress found in the research • Organized by major strands & grade span, not grade level • Each strand includes a short research summary with key ideas • K-12 Progress Indicators (PIs) in the LPF – Generally sequenced using empirical research – Larger grain size than what would be used for developing a single test item – best for unit design, curriculum mapping, instructional planning – Linked to related CC standards or parts of CC standards – Some PIs are not linked to any standard, because they do not represent a learning endpoint, but do describe critical stages of learning
ELA Excerpt from the Learning Progressions Frameworks (LPFs) – grades 3-4 [with some grade 3 & 4 CCSS] Write Informational Texts, By gr 4… Read Informational Texts, By gr 4… Apply organizational strategies (e.g., sequence, Recognize and use knowledge of expository text description, definition, compare-contrast, cause- structures and genre-specific features to read and effect) to develop, summarize, and communicate comprehend informational texts: Identify, compare, factual information about topics and events for and draw inferences about concepts, central ideas, authentic audiences. point of view, and supporting details. WI.j generate own ideas for writing; using RI.h locate relevant key ideas using text strategies to clarify writing [ 3.W-5; 3.SL-1d, features to answer questions and expand understanding [ 3.RI-1, 5, 7; 4.RI-1, 7] 3; 3.L-3, 6 ; 4.W-5; 4.SL-1d, 3; 4.L-3, 6 ] WI.k locate information from at least two RI.i identify, paraphrase, summarize central reference sources (print/ non-print) to obtain ideas and supporting details; determine information on a topic; list sources importance of information [ 3.RI-2; 4.RI-2] WI.l use note-taking and organizational RI.j attend to signal words, text structure, and strategies to record and meaningfully organize semantic cues to interpret and organize information (e.g., relate subtopics to facts) information [ 3.RI-3, 7, 8 ; 4.RI-5, 7 ] WI.m write introduction of several sentences RI.k use supporting evidence to analyze or that sets the context and states a focus/ compare texts or parts of texts: author’s controlling idea about a topic/ subtopics (e.g., purpose, points of view, key ideas/details, “Many sports can be played outside in winter.”) different accounts [ 3.RI-6, 9; 4.RI-3, 6, 8]
Excerpt from the Grade 7 ELA Learning Progressions Framework: Progress Indicators (PIs) for Reading Informational Texts, with related grade 7 Common Core standards, and possible instructional Building Blocks for each step (PI) in the progression PI: M.RI.j use supporting evidence to summarize central ideas, draw inferences, or analyze connections within or across texts (e.g., events, people, ideas) 7.RI-1, 2, 3, 9 PI: M.RI.i utilize knowledge of text Instructional Building Blocks for this PI might include: structures and genre features to locate, organize, or analyze important Locate text evidence /key details to information support inferences about central 7.RI-5 ideas in a text 7.RI-1 PI: M.RI.h flexibly use strategies to Instructional Building Blocks for this PI Summarize central ideas 7.RI-2 might include : derive meaning from a variety of Find similar OR different print/non-print texts Locate & use informational text information about a topic in two or 7.RI-4; 7.L-4, 5a; 7.SL-2 features to answer questions more texts 7.RI-9 (captions, Instructional Building Blocks for this PI Draw inferences from or explain titles, headings, etc.) might begin with connections among ideas, Identify the kind of information found events, or individuals Listen for key ideas and details in in different informational texts (e.g., d i s c u s s e d i n a t e x t news/media stories 7.SL-2 newspaper versus magazine) 7.RI-3 Interpret visuals in informational texts Recognize structures that help to (e.g., arrows in a graphic organize information (e.g., organizer showing how a plant introduction, body, conclusion; signal grows or how water evaporates) words for compare-contrast, 7.SL-2 proposition-support, etc.) 7.RI-5 Answer the question: does this word make sense? 7.RI-4; 7.L-4
CCSS describe WHAT students should know and be able to do • The Common Core identifies endpoints – grade level targets for learning • The Common Core does not suggest an instructional sequencing plan: “… just because topic A appears before topic B in the standards … does not necessarily mean that topic A must be taught before topic B. A teacher might prefer to teach topic B before A, or might choose to highlight connections… of her own choosing that leads to A or B ” (CCSSM p. 5)
A standard…grade 3 • 3.OA-1 : Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. • 3.OA-5 : Apply properties of operations as strategies to multiply and divide
A learning progression…
Connecting Assessment Design to Instruction and Cognitive Models of Learning “Ideally, an assessment should measure what students are actually being taught, and what is actually being taught should parallel the curriculum one wants students to master. If any of the functions are not well synchronized, it will disrupt the balance and skew the educational process. Assessment (inferences) will be misleading, or instruction will be ineffective. Often what is lacking is a central theory about the nature of learning and knowing around which these three functions can be coordinated” (Pellegrino, 2010).
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