Examining instructional change at scale using data from diagnostic assessments built on learning trajectories

Confrey, Jere; Shah, Meetal

doi:10.1007/s11858-021-01259-w

Cited by 4 publications

(8 citation statements)

References 18 publications

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“…For example, Briggs et al (2014) observed teachers trying to relate LP levels to existing quality descriptors when making judgments. Some studies reported individual cases of teachers who were unable or became unwilling to use LPs to interpret student data (e.g., Confrey & Shah, 2021; Covitt et al, 2018; Furtak & Tayne, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…However, Edgington (2014) observed diverse enacted practices, from those not using the provided LP to those “using it purposefully to calibrate tasks, attend to levels of sophistication among students’ approaches, and to structure lessons that facilitated students’ movement to more sophisticated ideas” (p. 281). Although teachers were generally able to identify next learning steps (e.g., Bailey & Heritage, 2014, 2017; Panorkou & Kobrin, 2017; Wilson, 2014), studies also shared examples of some teachers who: (1) formulated actions without due consideration of the data and LP (e.g., Confrey & Shah, 2021; Furtak & Tayne, 2019), (2) proposed vague instructional responses (Alonzo & Elby, 2019), or (3) did not improve instruction despite access to LP-based resources (Gunckel et al, 2018). Confrey and Shah (2021) warned about “how easy it is to treat data too casually” (p. 15), highlighting that not all action claimed to be driven by LP-based assessment data will serve student learning needs.…”

Section: Resultsmentioning

confidence: 99%

“…Lehrer et al (2014) shared examples of brokering between researchers, psychometricians, and teachers to identify exemplars of student performance at each level and generate examples of teaching practices supporting students’ conceptual change. Eleven sources used professional learning communities to help teachers collaboratively engage with LP-based assessments (e.g., Confrey et al, 2018; Furtak & Heredia, 2014), with collaboration also described via study groups (Kobrin, 2016), lesson studies (Confrey & Shah, 2021; Suh & Seshaiyer, 2015), and meetings (e.g., Bailey & Heritage, 2014).…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Learning Progression–Based Assessments: A Systematic Review of Student and Teacher Uses

Harris

Adie

Wyatt-Smith

2022

Review of Educational Research

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This systematic review examined evidence of the utility of learning progression (LP)–based assessments to inform teaching and student learning in classroom contexts. Fifty-nine studies met inclusion criteria and were analyzed against four research questions. Evidence highlighted their potential for supporting judgments about learning, informing instructional and learning decisions, and improving teacher learning and development. Although 23 studies measured student achievement, reporting positive overall effects, only 6 adopted the experimental designs necessary for causal claims. Using LP-based assessment for formative purposes was well supported. Limited evidence was found regarding summative and accountability uses. Findings show that LP-based assessment design and use requires trade-offs relating to standardization and scale. Teachers need opportunities for negotiation when making judgments and integrating LP-based assessments into existing curriculum and policy contexts. Future research should examine student use of LP assessments and find a balance between standardization and customization to meet the needs of diverse learners and local contexts.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Learning Progression–Based Assessments: A Systematic Review of Student and Teacher Uses

Harris

Adie

Wyatt-Smith

2022

Review of Educational Research

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“…LS is a form of teacher-driven, collaborative professional development (PD) with promoting teacher learning and improving teaching competency as its core goals (Lewis et al, 2009; Lewis & Perry, 2017; Murata, 2011). Most recent literature describes a four-stage LS cycle: study, plan, do, and reflect (e.g., Aas, 2021; Akiba et al, 2019; Confrey & Shah, 2021; Huang & Shimizu, 2016; Lewis & Perry, 2017; Widjaja et al, 2021). During the first stage, teachers study the curriculum and relevant documents to set a research goal for the LS.…”

Section: What Is Lesson Study?mentioning

confidence: 99%

A scoping review of mathematics teachers’ learning and professional growth through lesson studies

Ding,

Huang,

Pressimone Beckowski

et al. 2023

Asian Journal for Mathematics Education

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Lesson study (LS), a teacher-oriented, student-focused professional development approach that originated in Asia, has spread globally. However, findings related to the effect of LS on teacher learning and growth have varied widely. This suggests a need to review current research on LS in the field of mathematics education. This paper focuses on mathematics teachers’ learning and professional growth through LS using Clarke and Hollingworth’s interconnected model of professional growth (IMPG) that contains three components: domains of change, mediating mechanisms, and change environment. With regard to domains of change, we found that although previous LS studies—often small scaled, qualitative studies—attended to all domains of change, they have more frequently reported changes in the personal (or collective) domain (e.g., teacher knowledge) but have relatively less frequently reported changes in other domains. In fact, there is a lack of research on systematic changes across domains in the IMPG. Regarding the mediating mechanisms, research has well explored both enactment (planning and teaching) and reflection (debriefing). For enactment, the planning process is less appreciated, and there is an inconsistent understanding of the role of the knowledgeable others. For reflection, there is a lack of focus on student thinking and constructive feedback during this process. Finally, research has suggested that LS has received support from the change environment but that tensions (e.g., time limits) have remained. These challenges call for systemic support and cross-cultural collaborations to develop sustainable and large-scale LS. We suggest future directions for continued research and practice.

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“…They found four types of interdependent utilization schemes in which the questioning devices were instruments for teacher activity. Confrey and Shah (2021, this special issue) analyzed how teachers participated with classroom assessment data and how this affected their instruction with learning trajectories.…”

Section: Digital Curriculum Resourcesmentioning

confidence: 99%

Mathematics textbooks and curriculum resources as instruments for change

Rezat

Fan

Pepin

2021

ZDM Mathematics Education

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In this survey paper we aim to provide an overview of research on mathematics textbooks and, more broadly, curriculum resources as instruments for change related to mathematical content, instructional goals and practices, and student learning of mathematics. In particular, we elaborate on the following themes: (1) The role of curriculum resources as instruments for change from a theoretical perspective; (2) The design of curriculum resources to mediate the implementation of reform ideas and innovative practice; (3) Teachers’ influence on the implementation of change through curriculum resources; (4) Students’ influence on the implementation of change through curriculum resources; and (5) Evidence of curriculum resources yielding changes in student-related factors or variables. We claim that, whilst textbooks and curriculum resources are influential, they alone cannot change teachers’ teaching nor students’ learning practices in times of curricular change. Moreover, more knowledge is needed about features of curriculum resources that support the implementation of change. We contend that curriculum innovations are likely to be successful, if teachers and students are supported to co- and re-design the relevant curriculum trajectories and materials in line with the reform efforts and their own individual needs.

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Examining instructional change at scale using data from diagnostic assessments built on learning trajectories

Cited by 4 publications

References 18 publications

Learning Progression–Based Assessments: A Systematic Review of Student and Teacher Uses

Learning Progression–Based Assessments: A Systematic Review of Student and Teacher Uses

A scoping review of mathematics teachers’ learning and professional growth through lesson studies

Mathematics textbooks and curriculum resources as instruments for change

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