Navigating the Common Cor e with L with L e ar e ar ning Pr ning Pr ogr ogr e ssions e ssions Using L e ar ning Pr ogr e ssions to Guide Cur r ic ulum Mapping, L oc al Asse ssme nt Use , & Ongoing Instr uc tional De c isions National Confe r e nc e on Stude nt Asse ssme nt Minne apolis, MN June 2012 p , Dr . Kar in He ss, Ce nte r for Asse ssme nt Khe ss@nc ie a.or g 1
P Pr e se ntation Ove r t ti O vie w i Distinguish learning progressions from content standards and curricular progressions p g Explain the development process for the learning progressions frameworks (LPFs) project Describe how some teachers are using learning progressions Mapping Curriculum & Designing Instruction Strategic Uses of Assessment Within-in Year Progress Monitoring Karin Hess, Center for Assessment 2012 2
S Some wor ki king de finitions of L d fi iti f L P Ps “descriptions of the successively more sophisticated ways of thinking about an idea sophisticated ways of thinking about an idea that follow one another as students learn” (Wilson & Bertenthal, 2005) “a picture of the path students typically follow as they learn ... a description of skills, y p , understandings, and knowledge in the sequence in which they typically develop” q y yp y p (Masters & Forster,1996) Karin Hess, Center for Assessment 2012 3
De finitio ns (c o ntinue d)… Learning progressions propose the i t intermediate understandings that are di t d t di th t “reasonably coherent networks of ideas and practices…that contribute to building a more ti th t t ib t t b ildi mature understanding…the important precursor ideas may not look like the later id t l k lik th l t ideas, yet crucially contribute to their construction.” ( Taking Science to School , 2007) t ti ” Karin Hess, Center for Assessment 2012 4
Disting uishing le a rning pro g re ssio ns Disting uishing le a rning pro g re ssio ns fro m c o nte nt sta nda rds The Common Core identifies endpoints – grade level targets for learning g g g The Common Core does not suggest an instructional sequencing plan: “… just because q g p j 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 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) Karin Hess, Center for Assessment 2012 5
A standar t d d d… 3.OA-1: Interpret products of whole numbers e g interpret 5 × 7 as the total 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 each. For example, describe a context in which a total number of objects can be expressed as 5 × 7 expressed as 5 7. 3.OA-5: Apply properties of operations as strategies to multiply and divide strategies to multiply and divide Karin Hess, Center for Assessment 2012 6
7 e ssion… i Karin Hess, Center for Assessment 2012 ogr ning pr i A le ar A l
4 I 4 I nte rre la te d Guiding Princ iple s nte rre la te d Guiding Princ iple s o f L e a rning Pro g re ssio ns (He ss, 2008) Based in research describing how understanding typically develops for most students over time Organized around the big ideas of the discipline (goal: develop mental schemas; ability to transfer learning) S Suggest an intentional mapping (not linear, iterative) t i t ti l i ( t li it ti ) as to how to teach and build upon earlier concepts to g get to deeper understanding p g Guide assessment that allows for interpretations of Novice Expert performance based on where students are along a hypothsized learning continuum d l h h i d l i i Karin Hess, Center for Assessment 2012 8
No vic e – to – E No vic e to E xpe rt xpe rt Pe rfo rma nc e “E stima te s o f ho w pe o ple o rg a nize info rma tio n in lo ng te rm me mo ry a re info rma tio n in lo ng -te rm me mo ry a re like ly to be mo re impo rta nt tha n e stima te s o f wo rking me mo ry e stima te s o f wo rking me mo ry c a pa c ity. Muc h o f wha t o ne kno ws is do ma in a nd ta sk spe c ific a nd do ma in- a nd ta sk-spe c ific a nd o rg a nize d into struc ture s kno wn a s sc he ma s ” sc he ma s.” ( Kno wing What S tude nts Kno w , 2001) Karin Hess, Center for Assessment 2012 9
Wha t que stio ns c a n le a rning Wha t que stio ns c a n le a rning pro g re ssio ns he lp us to a nswe r? How do students’ understandings and abilities to apply core ideas develop over abilities to apply core ideas develop over time? How can a sequence of instructional experiences & core learnings be identified to promote optimal progress for most students? How can students’ progress towards targeted H t d t ’ t d t t d understandings and abilities be monitored and addressed with targeted instruction? d dd essed w ge ed s uc o ? Karin Hess, Center for Assessment 2012 10
Co mpo ne nts o f a L Co mpo ne nts o f a L e a rning e a rning Pro g re ssio n (Co rc o ra n, Mo she r, & Ro g a t, 2009) Desired Targets (defined by essential skills and core concepts) thought to support (postsecondary) success. Starting Points Children’s initial or emerging ideas and ways of thinking that they bring to school that they bring to school. In between: A hypothesized ordered progression of the levels through which understandings and skills shift and develop as the student progresses toward the desired target with focused instruction. Karin Hess, Center for Assessment 2012 11
T T he L he L e a rning Pro g re ssio ns e a rning Pro g re ssio ns F ra me wo rks (L PF s) Developed by researchers and content experts synthesizing available research Began by framing Big Ideas of each content discipline, then described B b f i Bi Id f h t t di i li th d ib d grade span learning targets, and indicators of progress found in the research Organized by major strands & grade span (k-2, 3-4, 5-6, 7-8, 9-12) Each strand includes a short research summary with key ideas K-12 Progress Indicators (PIs) Generally sequenced using synthesis of 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 p Some PIs are not linked to any standard, but included due to research Karin Hess, Center for Assessment 2012 12
T T he L he L e a rning Pro g re ssio ns e a rning Pro g re ssio ns F ra me wo rks (c o ntinue d) Seek to provide a coherent vision for learning across and within grades g Present broad descriptions of the essential content and general sequencing for student learning and skill development: research-based pathways for learning that can d l t h b d th f l i th t guide lesson planning, and curriculum and assessment development K-12. Do not simply ‘rearrange’ the Common Core standards; but attempt to show how standards can be “unpacked”/connected/ built upon during instruction unpacked /connected/ built upon during instruction Karin Hess, Center for Assessment 2012 13
L L PF PF s suppo rt the unde rlying c o nc e pts s suppo rt the unde rlying c o nc e pts o f the “Asse ssme nt T ria ng le ” • Pr e se nts a mode l of how stude nts r e pr e se nt knowle dge and de ve lop c ompe te nc e in a knowle dge and de ve lop c ompe te nc e in a subje c t domain ; • Guide s de ve lopme nt of tasks/ situations that Guide s de ve lopme nt of tasks/ situations that allow one to obse r ve stude nt pe r for manc e ; and • Offe r s an inte r pr p e tation me thod of dr awing g infe r e nc e s fr om the pe r for manc e e vide nc e . ( Kno wing what S tude nts Kno w, 2001 ) Karin Hess, Center for Assessment 2012 14
A ‘Big Idea’ for Measurement Measurement attributes, processes and tools help us processes, and tools help us quantify, compare, and solve problems involving objects, bl i l i bj situations, and events. , Karin Hess, Center for Assessment 2012 15
LPF Grade 3 Measurement LPF Grade 3 Measurement Related Common Core LPF Progress Indicators Standards 3.MD-1, 4, 5, 6, 7a, 7c, 7d E.ME.1d describe and demonstrate: unit attributes, iterating, tiling, MD-1: representing problem on a identical units number line intervals identical units, number line intervals, number line diagram standardization, proportionality, MD-4: Show data by making a line additivity, and origin plot E.ME.1e justify the need for j y MD-6: Measure areas by counting y g measuring with standard units as unit squares compared to non-standard units Not aligned to any CC standard E.ME.1f select the appropriate unit (but indicates conceptual understanding) f for measuring a given attribute, i i tt ib t 3.MD-2, 5 recognizing that a unit must have the same attributes as the object (e.g., unit of length must measure an object that g j has length) Karin Hess, Center for Assessment 2012 16
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