Learning Progressions as a Simplified Model: Examining Teachers' Reported Uses to Inform Classroom Assessment Practices

Autor/inn/en	Alonzo, Alicia C.; Wooten, Michelle M.; Christensen, Julie
Titel	Learning Progressions as a Simplified Model: Examining Teachers' Reported Uses to Inform Classroom Assessment Practices
Quelle	In: Science Education, 106 (2022) 4, S.852-889 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alonzo, Alicia C.) ORCID (Wooten, Michelle M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21713
Schlagwörter	Learning Processes; Thinking Skills; High School Teachers; Physics; Professional Development; Student Evaluation; Evaluation Methods; Teacher Attitudes + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Denkfähigkeit; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Physik; Schulnote; Studentische Bewertung; Lehrerverhalten
Abstract	As models of how students' thinking may change over time, learning progressions (LPs) have been considered as supports for teachers' classroom assessment practices. However, like all models, LPs provide simplified representations of complex phenomena. One key simplification is the characterization of student thinking using levels--that is, the twin assumptions that student thinking is both coherent and consistent. While useful for the design of standards and curricula, the LP level simplification may threaten the basic premise that LPs could be used to diagnose a student's level and then provide tailored instruction in response. At the same time, our work with teachers suggests that, even with their simplifications, LPs may be useful in the classroom. Thus, rather than abandoning LPs, we sought to understand their potential affordances by exploring how teachers learn from LPs (knowledge-"for"-practice) and contribute to deeper understanding of LP use (knowledge-"of"-practice) as they identify and enact uses of these tools. To do so, we engaged high school physics teachers in a 2-year, LP-based professional development program. Based on qualitative analyses of planning meetings and interviews with the teachers, we describe how teachers used LPs to support classroom assessment with varying reliance on the LP level simplification. Although teachers used LPs in ways that relied on the coherence and consistency assumptions of the LP level simplification, uses of LPs that did not require these assumptions were more prevalent both within and across teachers. This study's findings have implications for research, teacher professional development, and the design of LPs. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01