Validity evidence for a learning progression of scientific explanation

Yao, Jianxin; Guo, Yigong

doi:10.1002/tea.21420

Cited by 39 publications

(47 citation statements)

References 30 publications

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“…This should be expected given the language in the Framework and in Taking Science to School (NRC, ) about learning progressions (LPs). It matches the idea of curriculum coherence as successively connected disciplinary ideas (Hadenfeldt, Neumann, Bernholt, Xiufeng, & Parchmann, ; Fortus & Krajcik, ; Schmidt, Wang, & McKnight, ), scientific practices (Osborne, Henderson, MacPherson, Szu, Wild, & Yao, ; Yao & Guo, ), or crosscutting concepts (Fick, ) that go across grades and courses. Some sources use this LP basis to guide planning for curriculum and pedagogy (Nordine et al, ; Pruitt, ), whereas others focus on assessments (Gotwals & Songer, ; Liu, Rogat, & Bertling, ; Pellegrino et al, ), and there is emerging published work that addresses curriculum, professional development, and assessment (Wyner & Doherty, ).…”

Section: Review Findingsmentioning

confidence: 73%

The challenges of alignment for the Next Generation Science Standards

2018

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Alignment to the Next Generation Science Standards (NGSS) is essential in efforts to interpret the standards and to compare curriculum, pedagogy, and assessment efforts with respect to the standards. However, relatively little work has explored the alignment implications of NGSS. This article is a conceptual analysis that gives an overview of alignment definitions and methods, and then explores how alignment has been explicitly or implicitly described in extant work on interpretation of NGSS. The purpose is to highlight challenges that remain to be addressed for ensuring alignment for curriculum, assessment, and pedagogy under NGSS. Four challenges for alignment and interpretation research on NGSS are discussed: (1) What are the appropriate referents and comparands for judging alignment under NGSS? (2) How is alignment for integrated standards to be defined and judged? (3) What is the appropriate idea of focus in NGSS? (4) What role do learning progressions, and alignment with respect to them, play for interpreting NGSS?

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Section: Review Findingsmentioning

confidence: 73%

The challenges of alignment for the Next Generation Science Standards

2018

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“…">4.Use of evidence in decision‐making contexts (Bravo‐Torija & Jiménez‐Aleixandre, ) 5.Science explanation (Yao, & Guo, ) 6.Quantitative reasoning in environmental science (Mayes et al, )…”

Section: Resultsmentioning

confidence: 99%

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

et al. 2019

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To evaluate the recent advances in learning progression (LP) research and identify future research directions, we reviewed LP literature from 2006 to 2018. Through a systematic search of Web of Science databases and key journals, we located 130 LP articles published between 2006 and 2018. Among these articles, we reviewed 86 studies. The review was framed around three types of coherence that LPs can provide in a system of curriculum, instruction, and assessment: developmental, vertical, and horizontal coherence. Developmental coherence refers to the idea that LPs, as cognitive models, should describe development in students from intuitive thinking to scientific thinking. It provides a foundation for building the horizontal coherence (the alignment among curriculum, instruction, and assessment) and the vertical coherence (the linkage between classroom and large-scale assessments). The results of our review suggest significant advances in enhancing the developmental coherence. More specifically, existing LPs have captured the mechanisms of knowledge development and integrated knowledge and practice in different ways. Regarding the horizontal coherence, while the methodology for the development and validation of LPs has been established, limited attention has been given to LP-based interventions and teachers' understanding and use of LPs. Only one study explored LP's role in building vertical coherence. The review reveals a great need for future research (a) to develop LPs for scientific reasoning that cut across multiple science topics and disciplines, (b) to use LPs in instructional interventions, teacher education, and professional development, and (c) to use LPs to link classroom assessments with large-scale assessments.

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“…The design and validation of learning progression‐based assessments is an active area of research (DeBarger, Penuel, Harris, & Kennedy, 2016; Todd, Romine, & Cook Whitt, ; Yao & Guo, ). The Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014) begin their discussion of validity by saying that validity is not a property of tests per se.…”

Section: Assessment: Understanding Students and Assessing Three‐dimenmentioning

confidence: 99%

Designing educational systems to support enactment of the Next Generation Science Standards

et al. 2018

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This article reports on a design-based implementation research (DBIR) project that addresses the question: How can classrooms be supported at scale to achieve the threedimensional learning goals of the Next Generation Science Standards? Inherent in this question are three key design challenges: (i) three-dimensional learning-the multidimensional changes in curriculum, assessment, and instruction required for three-dimensional learning; (ii) scale-the necessity of change at multiple scales in educational systems; and (iii) diversity-achieving rigor in our expectations with responsiveness to the enduring diversity of our students, classrooms, and schools. We discuss findings from the Carbon TIME project, which focuses on teaching carbon cycling and energy transformations at multiple scales. Findings focus on design and knowledge building in three interconnected contexts. (i) Assessment-understanding and assessing students' three-dimensional learning. Learning progression frameworks provide insight into students' reasoning and the basis for efficient and reliable classroom and large-scale assessments that have used automated scoring of constructed responses for over 80,000 tests. (ii) Classrooms-classroom discourse and learning communities. Six Carbon TIME units are based on an instructional model that scaffolds students' engagement with phenomena as questioners, investigators, and explainers. The units support substantial learning and reduce the achievement gap between high-pretest and lowpretest students, but with substantial differences among

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Validity evidence for a learning progression of scientific explanation

Cited by 39 publications

References 30 publications

The challenges of alignment for the Next Generation Science Standards

The challenges of alignment for the Next Generation Science Standards

Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature

Designing educational systems to support enactment of the Next Generation Science Standards

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