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ERIC Number: EJ1118467
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
ISSN: EISSN-2167-8693
A Framework for Evaluating Learning Progressions on Features Related to Their Intended Uses
Kobrin, Jennifer L.; Larson, Sarah; Cromwell, Ashley; Garza, Patricia
Journal of Educational Research and Practice, v5 n1 p58-73 2015
In recent years, learning progressions (LPs) have captured the interest of educators and policy makers. There have been numerous efforts to develop LPs aligned to college and career readiness standards, to unpack these standards, and to provide more clarity on the pathways students follow to reach them. There is great variation, however, in the structure, content, and features of LPs, and these have implications for the LP's most appropriate use. The purpose of this research was to devise a framework to understand and evaluate key features of an LP, including its structure, content, usability, and validity evidence. We maintain that educators and other stakeholders should understand these key features so they can evaluate whether an LP is appropriate for an intended use.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A