Learning Progressions ACTRC has been established as a joint research initiative of the University of Melbourne and the University of the Philippines. ACTRC is supported by the Australian Government. Joesal Jan A. Marabe The Assessment, Curriculum and Technology Research Centre is a partnership between the University of Melbourne and the University of the Philippines supported by the Australian Government. ACTRC has been established as a joint initiative between The University of Melbourne and The University of the Philippines ACTRC is funded by the Department of Foreign Affairs and Trade 2012-2019 Learning Progression Definition a description of skills, understanding and knowledge in the sequence in which they typically develop: a picture of what it means to improve in an area of learning (Masters & Forster, 1997) (c) ACTRC 2018 1
Learning Progression Definition descriptions of successively more sophisticated ways of reasoning within a content domain based on research syntheses and conceptual analyses (Smith et al., 2006) Learning Progression Definition "They represent not only how knowledge and understanding develops, but also predict how knowledge builds over time" (Stevens et al., 2007) K-2 Numeracy Learning Progression Level F E D C B A Description No reference to grade level or age Solve problems that require number operations using knowledge of place value. Decompose a given number. Identify and use units of time (days in a week, and 15- and 30-min intervals). Find missing element from a number sequence. Perform tasks that require number operations and completion of number sentences. Understand and use units of time such as hour, day, week, and months. Increasing complexity of Divide a set of objects into groups of equal quantities. Order numbers and complete number patterns that require skip counting. Conduct simple computation with money using familiar denomination. Identify place value and give the value of a digit a number. Use graphic representation to relate parts to the whole. Read numbers concepts/understanding a table (calendar). Subtract a number from itself. Understand and apply the concept of zero in number operations (addition and subtraction). Perform tasks with visual/pictorial cues to estimate capacity using non-standard measurement. Identify and classify basic shapes based on their geometrical properties. Compare numbers using mathematical relation symbols (greater than, less than). Solve one-step word problems. Sequence along which students move from novice to more expert performance Compare sets using estimation and/or counting strategies. Recognise and record equal quantities. Group and classify objects according to attribute. Perform simple operations on numbers. Recognise money in familiar denominations. Count objects and compare small quantities. Compare objects based on properties such as length and weight. Perform simple addition and subtraction operations on objects using counting strategies. Learning Progression setting content and performance standards determining where the students are, what kinds of intervention they need and when they need it aligning curricula with students needs designing appropriate sequences of instruction for both pre- and in-service teacher education fair reporting of student performance fair evaluation of teachers performance (c) ACTRC 2018 2
How does learning progress? Assumptions Learning is a constructive process. Learning involves change in the way knowledge is organized and used by a learner. Learning is fostered by social interaction. Some limitations Learning progressions are dependent on good instruction (National Research Council, 2007). Learning progressions imply a linear sequence; but, that is not always the case (Saez, et al, 2012). How are learning progressions constructed? Bottom-up Approach Teachers and curriculum content experts develop learning progression based on experience of teaching children. Data Top-down Approach Domain experts and development specialists construct a progression based on their domain and research knowledge. Expert (c) ACTRC 2018 3
Highest ability Examples of Learning Progressions From Research LearnARMM Project How learning progressions were made Student Ability Item Difficulty Most difficult K-2 Numeracy Wright Map SciMa Readiness Project - Item difficulties - Student abilities - Interpretation Elementary Science Learning Progression Elementary Mathematics Learning Progression Pre-Grade 7 Science Learning Progression 50% chance of correct answer LearnBEST Project Grade 7 Math Learning Progression Lowest ability Easiest Roughly 2 times the error Zone of proximal development for these students! These groups of items suggest a cognitive leap (c) ACTRC 2018 4
How to locate a student s ability in a LP? Examples (c) ACTRC 2018 5
Summary Learning progressions can be used as framework for knowing what students know and can do Learning progressions can inform needed intervention for students We can write items that correspond to levels in the progression to allow us to locate the current ability level of a student j.marabe@actrc.org www.actrc.org www.facebook.com/actrc.org @ACTRC_edu (c) ACTRC 2018 6