Learning progressions: Aligning curriculum, instruction, and assessment

Duncan, Ravit Golan; Hmelo‐Silver, Cindy E.

doi:10.1002/tea.20316

Cited by 254 publications

(171 citation statements)

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“…Once articulated, the hypothesized progression is empirically validated. Typical validation approaches include either (i) classroom interventions to determine what students are capable of learning or (ii) cross-sectional studies that portray the current status of what students at different levels know (Duncan & Hmelo-Silver, 2009). …”

mentioning

confidence: 99%

Investigating a learning progression for energy ideas from upper elementary through high school

Herrmann‐Abell

DeBoer

2017

J Res Sci Teach

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This study tests a hypothesized learning progression for the concept of energy. It looks at 14 specific ideas under the categories of (i) Energy Forms and Transformations; (ii) Energy Transfer; (iii) Energy Dissipation and Degradation; and (iv) Energy Conservation. It then examines students' growth of understanding within each of these ideas at three levels of increasing conceptual complexity. The basic level of the model focuses on simple energy relationships and easily observable effects of energy processes; the intermediate level focuses on more complex energy concepts and applications; and the advanced level focuses on still more complex energy concepts, often requiring an atomic/molecular model to explain phenomena. The study includes results from 359 distractor-driven, multiple-choice test items administered to over 20,000 students in grades 4 through 12 from across the U.S. Rasch analysis provided linear measures of student performance and item difficulty on the same scale. Results largely supported a model of students' growth of understanding that progresses from an understanding of forms and transformations of energy to energy transfer to conservation while also progressing along a separate dimension of cognitive complexity. An analysis of the current state of students' understanding with respect to the knowledge identified in the learning progression showed that elementary level students perform well in comparison to expectations but that middle and high school students' performance does not meet expectations. # 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 2018

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mentioning

confidence: 99%

Investigating a learning progression for energy ideas from upper elementary through high school

Herrmann‐Abell

DeBoer

2017

J Res Sci Teach

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“…We see potential in using such analytics to guide the learning designs that, for instance, support learning progressions (Duncan & Hmelo-Silver, 2009;Gunckel, Mohan, Covitt, & Anderson, 2012;Shin & Stevens, 2012) and curricular standards based (at least in part) on them (e.g., NGSS Lead States, 2013; National Governors Association Center for Best Practices, & Council of Chief State School Officers, 2010). In such contexts, revisiting as an analytic could help refine learning theory and learning designs by helping researchers maintain focus on both initial learning supports and longer-term retention.…”

Section: Discussionmentioning

confidence: 99%

Distributed Revisiting: an Analytic for Retention of Coherent Science Learning

Svihla¹,

Wester²,

Linn

2015

Learning Analytics

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Designing learning experiences that support the development of coherent understanding of complex scientific phenomena is challenging. We sought to identify analytics that can also guide such designs to support retention of coherent understanding. Based on prior research that distributing study of material over time supports retention, we explored revisiting previously studied material as an analytic. We tested ways to operationalize revisiting: as a general propensity to revisit previously studied material; as a propensity to revisit specific curricular steps; as a general propensity to distribute study by revisiting previously studied material on different days; and as a propensity to distribute study by revisiting specific steps on different days. The specific steps identified as central to the learning design included a static illustration and a dynamic visualization. We modelled revisiting in a sample of 664 students taught by seven different teachers using a Web-based Inquiry Science Environment unit. Analysis of log files and regression modelling revealed that a general propensity to revisit did not predict retention. Revisiting the dynamic visualization better supported retention than revisiting static material, but only for distributed revisiting. Our findings suggest that revisiting can be a useful analytic when aligned with the framework guiding learning design.

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“…From this perspective, there is an emphasis on the distinction between hypothetical and empirical learning progressions, while a valid progression implies that the underlying model of skill acquisition holds true across courses and for different students [2]. However, it is to be expected that prerequisite skills may not necessarily be mastered by the learner even though he or she has successfully completed a course.…”

Section: Introductionmentioning

confidence: 99%