Organizers

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CCMS Knowledge Sharing Institute 2006Strand 3
Student Learning Designing Assessments to Track
Student Understanding Across Time

• Organizers
• Andy Anderson, Michigan State University
• Beth Covitt, Michigan State University
• Karen Draney, University of California - Berkley
• Ravit Golan Duncan, Rutgers
• Joe Krajcik, University of Michigan
• Phil Piety, University of Michigan
• Shawn Stevens, University of Michigan

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Learning Progressions

• Description of successively more sophisticated
  ways of thinking about a big idea
• Provide a framework for long-term development
• Describes what it means to move towards more
  expert understanding in an area
• Gauge increasing competence over time
• A sequence of successively more complex ways of
  thinking about how an idea develops over time
• Consider how ideas build upon each other to form
  more complex practices or ideas

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Questions you had

• What are essential attributes (nature stuff)
• How do we track student learning
• Language to describe LPs- What are they exactly?
  (what sort of framework)
• Link between LPs and instruction
• LPs impact of teaching and PD
• How does an LP deal with external (prior)
  knowledge

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Goals of Session

• Examine how we might track the development of a
  Big Idea across time.
• We will examine questions like
• What is meant by a progress variable?
• What are indicators and constructors?
• What is the appropriate grain size of a progress
  variable?
• Begin to appreciate some of the challenges
  involved in developing a learning progression

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Overview

• 900 - 915 Introductions, overview of session
  purpose,
• 915 - 1000 Karen Draney -- Presentation How
  do we assess the development of students ideas
  of central concepts and principles across time?
  What are the major issues that are involved?
• 1000 - 1100 Four examples
• Properties of matter and changes in matter (led
  by Karen Draney). Examples from high school
  chemistry students.
• The movement of carbon through environmental
  systems (led by Chris Wilson). Examples from
  elementary, middle, high school students.
• The movement of water and substances carried by
  water through environmental systems (led by Beth
  Covitt and Kristin Gunckel). Examples from
  elementary, middle, high school students.
• The particle nature of matter (led by Shawn
  Stevens). Examples from middle, pre- chemistry,
  and chemistry students.
• Participants will examine student work.
• 1100 - 1110 Break
• 1110 - 1130 Syntheses Remarks -- Jim
  Pelligreno
• 1130 - 1200 Discussion What were some of
  the challenges we faced in analyzing students
  work in our groups? What are some of the larger
  challenges in developing learning progressions
  that are conceptually and empirically sound?

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