Exploring How to Model Formative Assessment Trajectories of Posing‐Pausing‐Probing Practices: Toward a Teacher Learning Progressions Framework for the Study of Novice Teachers

Abstract

A robust body of evidence supports the finding that particular teaching and assessment strategies in the K‐12 classroom can improve student achievement. While experts have identified many effective teaching and learning practices in the assessment for learning literature, teachers’ knowledge and use of “high leverage” formative assessment (FA) practices are difficult to model in novice populations. By employing advances in construct modeling, the theoretical underpinnings of learning progressions research, and four principles of evidence‐centered design, teacher educators along with psychometricians can test hypotheses about teacher learning progressions. Utilizing an FA moves‐based framework, the article examines how beginning teachers’ posing, pausing, and probing practices align with five key strategies of FA. Examples of construct maps, instructional tasks, and turns of talk analysis using scoring guides are provided from an empirical study of novice science preservice teachers in a high‐needs school district.

Shaping Future Directions for Breakdance Teaching

“…The results of the assessment will inform the following decisions: (1) assist breakdancing teachers in improving their teaching strategies, (2) identify breakdancing students’ ability levels and provide formative feedback, (3) breakdancing teachers can use the assessment results to determine students’ position on the construct map and provide targeted guidance to students (See Figure 1 ; Wilson, 2009 ; Duckor and Holmberg, 2019a ), and (4) the results of the assessment will be discussed at meetings with parents to inform student status.…”

“…Such assessment becomes formative assessment when the evidence is actually used to adapt teaching work to meet learning needs ( Duckor and Holmberg, 2019b ). This means that assessors and teachers must gather evidence about the adequacy of students’ responses to assessment items to help teachers adapt their teaching work.…”

Introduction to the Special Issue on Classroom Assessment

“…The next set of four papers (Chen, Senk, Thompson, & Voogt, ; Keuning, van Geel, Visscher, & Fox, ; Leighton, ; Liu et al., ), makes valuable contributions to specific areas of the broad domain of classroom assessment in the areas of reading comprehension, formative assessment feedback, data‐based decision making, and geometry learning, respectively. The final paper (Duckor & Holmberg, ) looks beyond the student, to investigate teacher learning progressions.…”

Contextualizing Sustainable Development Metric Standards: Imagining New Entrepreneurial Possibilities

“…[137] (pp. [21][22] Hawken does not focus his attention on motivating people or on urging them to find the will to do what needs to be done. Instead, he focuses on distributing knowledge technologies to end users to help them make the right decisions of their own accord, without being coerced or acting out of a sense of moral duty.…”

“…For a specific example of what it means for method to itself embody the activity of things themselves experienced in thought, consider formative assessment in education. Though the formative integration of assessment and instruction, like any method, can be used in ways imposing conformity and control, its strengths lie in facilitating diversely individualized student engagements with learning [22,23]. Effectively realizing this integration of language and the world, of what is measured and what is managed, demands the open architecture of mathematical models positing the heuristic fiction of infinite populations of unique individual persons, organizations, communities, challenges, indicators, and tools that project shared collective social forms of life at higher-order levels of complexity.…”