Social Models of Learning and Assessment

Penuel, William R.; Shepard, Lorrie A.

doi:10.1002/9781118956588.ch7

Cited by 12 publications

(12 citation statements)

References 71 publications

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“…We provide a brief section on “big and little theories” identifying both broad, general theories regarding the nature of learning and development and particularized, fine‐grained, discipline‐specific models of learning in practice. We summarize the case made previously by Penuel and Shepard (, b) as to why sociocognitive and sociocultural learning theories are more likely than predecessor theories to support ambitious teaching practices and to further equity. In the last learning‐theory section, we explain why discipline‐specific, detailed models of learning are essential to the co‐design of curriculum, instruction, and assessment.…”

mentioning

confidence: 84%

“…Sociocognitive models attend to the social nature of learning and to discipline‐specific ways that core ideas and practices are developed over time. The general “social” theory underlying sociocognitive development efforts is consistent with sociocultural theory in that it posits “that individual cognition develops through social interaction, as individuals solve problems, complete tasks, and devise strategies to pursue particular goals” (Penuel & Shepard, , p. 147). We resisted labeling the extensive literature on learning progressions as sociocultural, however, because existing research studies tend to build from common starting points rather than making students’ interests and community experiences part of how interventions are designed.…”

Section: Discipline‐specific Models Of Learningmentioning

confidence: 97%

“…Learning progressions are the most prevalent example of the more detailed models that Penuel and Shepard (, ) identified as sociocognitive models of learning. Other approaches include a “knowledge‐in‐pieces” or “facets” view of development (diSessa & Minstrell, ), which similarly identify ways to build on students’ intuitive understandings as well as learning experiences needed to revise ideas that are productive in one context but problematic in others.…”

Section: Discipline‐specific Models Of Learningmentioning

confidence: 99%

See 2 more Smart Citations

Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment

Shepard

Penuel

Pellegrino

2018

Educational Measurement

145

104

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To support equitable and ambitious teaching practices, classroom assessment design must be grounded in a research‐based theory of learning. Compared to other theories, sociocultural theory offers a more powerful, integrative account of how motivational aspects of learning—such as self‐regulation, self‐efficacy, sense of belonging, and identity—are completely entwined with cognitive development. Instead of centering assessment within systems that support use of interim and end‐of‐year standardized tests, we argue for a vision of formative assessment based on discipline‐specific tasks and questions that can provide qualitative insights about student experience and thinking, including their identification with disciplinary practices. At the same time, to be consistent with a productive formative assessment culture, grading policies should avoid using points and grades “to motivate” students but should create opportunities for students to use feedback to improve their work. We argue for districts as the locus for the design of such coherent curriculum, instruction, and assessment activity systems because districts have responsibility for curriculum, teacher professional development, and equity; and districts allocate resources for textbooks and assessment.

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mentioning

confidence: 84%

Section: Discipline‐specific Models Of Learningmentioning

confidence: 97%

Section: Discipline‐specific Models Of Learningmentioning

confidence: 99%

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Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment

Shepard

Penuel

Pellegrino

2018

Educational Measurement

145

104

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“…However, this understanding of formative assessment may not cohere with other definitions, routines, and practices for formative assessment in schools. With the implementation of No Child Left Behind and subsequent systems of accountability tied to student achievement on state assessments, formative assessment has been coopted as a strategy to monitor student learning over the course of the year through benchmark assessments (Penuel & Shepard, ). These benchmarks or interim assessments are meant to be formative in nature, providing teachers with useful data to modify their instruction to support student achievement.…”

Section: Formative Assessment As a Possible Site Of Incoherencementioning

confidence: 99%

Exploring the role of coherence in science teachers’ sensemaking of science‐specific formative assessment in professional development

Heredia

2020

Science Education

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This study explores the role of conceptual coherence in science teacher learning of science‐specific formative assessment. Conceptual coherence refers to the alignment of ideas about teaching and learning and may be difficult with certain teaching practices, like formative assessment, that have a central role in accountability mechanisms in schools. The case study analyzes how one department of science teachers surfaced and managed issues of coherence as they developed and implemented science‐specific formative assessments during a 3‐year, job‐embedded professional development program. The issues of coherence shifted over the course of the 3 years of professional development as organizational changes happened at the district and the school. These shifting sources of incoherence resulted in varied uptake and use of the resources provided through professional development. When the source of incoherence was with changes introduced by the district or the school administration, the teachers did not leverage the resources provided by the professional development team. However, when the teachers surfaced issues of coherence in their classroom instruction, the science teachers relied on the professional development resources in their sensemaking. The results of this study have implications for the design of science teacher professional learning to provide teachers opportunities to manage sources of incoherence as they work to implement new instructional practices in their classrooms.

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“…And, even if we were able to shake this history, how would we assess student progress and learning without prioritizing science content as a “rhetoric of conclusions” (Schwab, ) in ultimately harmful ways? While colleagues have made important steps in this direction (e.g., Lehrer & Schauble, ; Penuel & Shepard, ) the challenges herein remain far from resolved.…”

Section: What Would It Mean To Reject the Ngss?mentioning

confidence: 99%