Link to Resource: Big Ideas in the Understanding of Fractions: A Learning Progression

Authors: Sarah Wellberg, Derek C. Briggs, Sanford R. Student

This report details the development of a learning progression for the understanding of fractions. The intended use of the learning progression is to support formative assessment practices for children as they receive instruction during elementary school. The validity of the learning progression is evaluated by mapping its levels to vertically scaled test items answered by students taking Curriculum Associates' i-Ready Diagnostic Assessment. It is shown that there is a significant moderate correlation between the levels of the learning progression and the difficulty of the test items associated with each level.

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Link to Resource: A Learning Progression for Modeling Energy Flows in Systems

Authors: The ASPIRE Reseach Team

Citation: Buell, J.Y., Briggs, D.C., Burkhardt, A., Chattergoon, R., Fine, C., Furtak, E.M., Henson, K., Mahr, B., & Tayne, K. (2019). A Learning Progression for Modeling Energy Flows in Systems. Boulder, CO: Center for Assessment, Design, Research and Evaluation (CADRE).

Abstract: 

This paper outlines development of the Modeling Energy Flows Learning Progression and key indicators for each level of the learning progression. This learning progression is designed to directly support three-dimensional science learning by integrating the crosscutting concept of energy in systems and the science practice of modeling at each level. These two-dimensional levels can then be integrated with individual disciplinary core ideas. In this paper, we describe the foundational literature that informed development of the learning progression, the individual levels, and key indicators that mark transition points between levels. The learning progression is designed for use across scientific disciplines, but is also specific enough to support instructional coherence within disciplines. We posit that learning progressions that are designed in this way can serve to support systems of assessment, instruction, and professional development across multiple grade levels and disciplines.

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Link to Resource: Learning Progressions and Embedded Assessment 

Authors: Derek C. Briggs and Erin Marie Furtak

Citation: Briggs, D.C. & Furtak, E. (2018). Learning progressions and embedded assessment. Pre-print from S. Brookhart & J. McMillan (Eds) Classroom Assessment and Educational Measurement, NCME Book Series. 

Abstract: 

Learning progressions have great potential as an organizing framework for classroom instruction and assessment. However, successful implementation of this framework hinges upon developing a curriculum-embedded system of student assessment. In this chapter, an approach to meeting this challenge is illustrated in the context of a learning progression in science that crosses the disciplinary boundaries of physics, chemistry and biology in a high school setting. Four key ingredients of our approach include (1) mapping and aligning the scientific content of the learning progression to the curricula of the participating teachers, (2) making the case that assessment activities targeted to the learning progression can provide teachers with relevant insights about their students, (3) bringing teachers together to discuss student ideas that emerge from assessment activities, and (4) linking the assessments within and across the courses taught by participating teachers.

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Link to Resource:  . 

Authors:  Derek Briggs, Elena Diaz-Bilello, Fred Peck, Jessica Alzen, Rajendra Chattergoon, Abigail McClelland

Citation:  Briggs, D. C., Diaz-Bilello, E., Peck, F., Alzen, J., Chattergoon, R., McClelland, A., (2014). Learning progression project: Documentation of pilot work and lessons in the 2013-2014 school year. Center for Assessment, Design, Research and Evaluation (CADRE) and National Center for the Improvement of Educational Assessment. 

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Link to Resource:  Using a learning progression framework to assess and evaluate student growth. [Click here for the Executive Summary]

Authors:  Derek Briggs, Elena Diaz-Bilello, Fred Peck, Jessica Alzen, Raymond Johnson

Citation:  Briggs, D.C., Diaz-Bilello, E., Peck, F., Alzen, J., Chattergoon, R., & Johnson, R. (2015). Using a learning progression framework to assess and evaluate student growth. Boulder, CO: Center for Assessment, Design, Research and Evaluation (CADRE) and National Center for the Improvement of Educational Assessment. 

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