Learning progressions as tools for assessment and learning
Learning progressions as tools for assessment and learning
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学习进度作为评估和学习的工具
DOI：
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发表时间：
2018
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通讯作者：
L. Shepard
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文献类型：
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作者：
L. Shepard
摘要本文讨论学习进展文献的教与学方面的问题，呼吁测量专家在与主题专家合作开发学习进展时最需要的知识。学习进步是了解学生所知的原则的最有力的例证之一，要求评估基于潜在的学习模式。为了支持学生的学习，量化的连续体也必须得到实质性的表示，用文字和例子描述在一个学习领域看起来是什么样子的改进。事实上，就形成目的而言，质量洞察力比分数更重要。根据定义，学习进步需要迭代的发展周期，以便在课程、教学和评估之间建立横向一致性。学习进度也是教师学习的重要资源。伴随着专业发展和机构支持，它们可以帮助教师让学生参与到更丰富和更公平的学习体验中。文中列举了一些例子，通过这些例子，学习进步可以帮助教师提高他们的技能，帮助他们设定学习目标，解释学生与进步有关的想法，并通过具体的干预措施来回应学生的想法，从而推动学习向前发展。
ABSTRACT This article addresses the teaching and learning side of the learning progressions literature, calling out for measurement specialists the knowledge most needed when collaborating with subject-matter experts in the development of learning progressions. Learning progressions are one of the strongest instantiations of principles from Knowing What Students Know, requiring that assessments be based on an underlying model of learning. To support student learning, quantitative continua must also be represented substantively, describing in words and with examples what it looks like to improve in an area of learning. For formative purposes, in fact, qualitative insights are more important than scores. By definition, learning progressions require iterative cycles of development so as to build in horizontal coherence among curriculum, instruction, and assessment. Learning progressions are also an important resource for teacher learning. With accompanying professional development and institutional supports, they can help teachers engage their students in richer and more equitable learning experiences. Examples are cited whereby learning progressions can be used to help teachers improve their skills in setting learning goals, interpreting student ideas in relation to a progression, and responding to student ideas with specific interventions that serve to move learning forward.