ERIC Number: EJ1164088
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Tracing the Assessment Triangle with Learning Progression-Aligned Assessments in Mathematics
Lai, Emily R.; Kobrin, Jennifer L.; DiCerbo, Kristen E.; Holland, Laura R.
Measurement: Interdisciplinary Research and Perspectives, v15 n3-4 p143-162 2017
We describe an application of the assessment triangle, using a learning progression as the "cognition" vertex. We summarize two studies to evaluate whether evidence of student performance is consistent with our progression. In Study 1, we conducted think alouds using draft assessment activities and evaluated responses in relation to the sequencing of several key progression stages. In Study 2, we piloted revised activities and conducted latent class analysis to classify students into categories based on stage mastery. Results were mixed, with evidence generally suggesting that the progression is more of a loose network of concepts than a strict hierarchy.
Descriptors: Student Evaluation, Alignment (Education), Educational Assessment, Elementary School Students, Elementary School Mathematics, Protocol Analysis, Classification, Student Reaction, Learning, Foreign Countries, Grade 3, Statistical Analysis
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Texas (Austin); Arizona (Phoenix); Kentucky; New Jersey; Ohio; Washington; Australia
Grant or Contract Numbers: N/A