Using Learning Progressions
to Sequence Learning
Experiences which link to
Formative Assessments
Pamela Harrell and Colleen Eddy
University of North Texas
7/9/10
NSF Robert Noyce Teacher Scholarship
Program Conference
Learning Goals
1.
2.
3.
4.
Define formative assessment
Provide example of formative
assessment
Define a learning progression
Give an example of a learning
progression.
7/9/10
NSF Robert Noyce Teacher Scholarship
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What Formative Assessment IS
A
planned process in which the teacher uses
evidence of student learning to adjust ongoing
instruction and achieve intended curricular
aims.
A
process in which the student uses evidence
of their learning to adjust their learning tactic.
 Takes
place DURING instruction
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Summative and Formative
Assessment: A Comparison
Formative
Summative
End-point
Numerical
Feedback
Stakes are High
Words
Emphasis on
Student Learning
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Assessment Cycle
Initial Assessment to
identify learner
needs
Learning Plan based
on initial assessment
and individual learner
goals
Summative
Assessment at
end of program
Objectives
Teaching /learning activities
to meet the needs of
individual learners
Formative assessment
(adjust plan as needed)
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Illustrative Proportions of Formative
Assessment in Classrooms
Near-Total
Formative
Assessment
Token
Formative
Assessment
Moderate
Formative
Assessment
No
Formative
Assessment
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What is a Learning Progression
Set
of subskills and enabling
knowledge requisite to mastery of an
instructional outcom
Step-by-step building blocks
Enabling knowledge – set of facts or
information students must memorize or
understand
Also referred to as task analysis or progress
maps (Forster & Masters, 1996)
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What a Learning Progression ISN’T
A
learning progression is not “unerringly
accurate” but represents best instructional
thinking
 A learning progression is not one size fits all
when it comes to learning styles
 Always the appropriate building block size for
all students. Some students may require the
building blocks to be broken down into even
smaller blocks
 Perfectly balanced with regard to level of
sophistication and likelihood of use by
teachers and students
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Subskills and Enabling Knowledge for
Reflectional and Rotational Symmetry
Prior Knowledge of
Transformations
Recognize
rotations,
reflections,
translation, &
symmetry
Recognize
similarities and
differences
Subskills and Enabling
Knowledge to
Develop
Lines of
Symmetry
Apply
transformations
Recognize and
Create the kinds
of symmetry
Real life
application
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Enabling Knowledge of Transformation
Learning Progression
Real Life
Applications
ç
Kinds of
Symmetry
ç
Apply
transformations
used
ç
Lines of
Symmetry
Students revisit their classification of organisms to describe the
symmetries of each organism and logically place them into groups
based on their body plan. – Evaluate
Students create a concept map to organize their knowledge of
symmetries - Evaluate
The teacher guides students in discovering rotational and reflectional
symmetry– Explain
Students apply the new knowledge to the symmetries of a square Elaborate
Create symmetric designs using equilateral triangles – Explore
Students describe their designs according to the transformations
used– Explain
Students use prior knowledge of symmetry to group the organisms –
Engage
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Assessment of the Symmetry Learning
Progression
Real Life
Applications
Students apply characteristics of symmetry to classify organisms and
create a concept map – Formative Assessment Link
(Evaluate/Student Self Assessment)
ç
Kinds of
Symmetry
ç
Recognize
transformations
used
ç
Lines of
Symmetry
Students apply the types of symmetry and the lines of symmetry for a
square – Formative Assessment Link (Elaborate/Student Self
Assessment)
Students draw examples of transformations and the lines of
symmetry for an equilateral triangle – Formative Assessment Link
(Engage and Explore/Student Self Assessment)
Students recognition of symmetry, a line of symmetry, and multiple
lines of symmetry – Formative Assessment Link (Engage and
Explore/Student Self Assessment)
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Building a learning progression
Chemical
Properties of
Atom
Atom Identity
Structure of
the Atom
Atom Size
Based on # of valence electrons
Based on # of Protons
Location of subatomic particles
Names of subatomic particles
Location of subatomic particles
Atoms are tiny
Definition of atom
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Enabling Knowledge of the Atom
Learning Progression
Chemical
Properties of
Atom
Periodic Table Computer Game – Trends using valence electrons
Fill Me Up Valence Electron Game
Atomic Radius Role Play
Video Clips - Show reactivity of metals and nonmetals
ç
Atom Identity
Structure of Atom
Atom Size
What Atom Am I?
Black Box Activity - Indirect observations (Explore 1)
On the Shoulder of Giants - PPT Explain includes probing questions
Particle Play - Charge of subatomic particles (Explore 2)
Atom Video - Explain location of subatomic particles in nucleus and
electron cloud
Fly Stick - Repulsion of like charges
Electron Dot Diagram
cut it up – introduce the term atom at the end of Engage 1
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Powers of 10 – Engage 2
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Assessment of Atom Structure
Learning Progression
Chemical
Properties of
Atoms
Given a copy of the periodic table, identify trends in reactivity, given
the number of valence electrons. In a period, the less electrons
transferred the more vigorous the reaction. In a group, outer-shell
electrons are same so atomic radius is important. Larger metals
loose electrons and smaller nonmetals take electrons away.
Ionization energy and electronegativity are other chemical
properties of atoms.
Atom Identity
Identify an atom given the number of protons. The student
identifies an atom that loose 3 protons, 4 protons, 5 protons.
Structure of
the Atom
Make a drawing of an atom and label the subatomic particles.
Atom Size
Write in journal the definition of an atom and an analogy about the
size of an atom.
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Examples of Formative Assessment
 Bingo, jeopardy, or other games
 Concept map
 Sketch or Drawing
 Think aloud to describe a process or concept
 Using a checklist or rubric during work
 Build a model
 Think pair share
 Journaling
 Conference or interview
 Simulation
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Implementation
Deciding
ahead of time of what is
important to assess
Management of collecting data
What to do with the data once collected
Follow-up (pre and post)
7/9/10
NSF Robert Noyce Teacher Scholarship
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