Learning Progressions That Support Formative Assessment Practices

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Acknowledgments

Work described in this commentary was supported by a grant from the Iowa Math and Science Education Partnership (IMSEP1-10-08) and research assistantships from the Department of Teaching and Learning at the University of Iowa and the College of Education at Michigan State University.

Notes

¹Some researchers (e.g., Krajcik, in press) have argued that learning progressions must include instructional guidelines: ideas about how to support students in moving from one level to the next. This is along the lines of arguments that learning progressions necessarily include assessments (e.g., Corcoran, Mosher, & Rogat, 2009). While a package of materials accompanying a learning progression may include assessment prompts and/or instructional guidelines, I would argue that the learning progression itself is not required to include these.