Tracing the Assessment Triangle With Learning Progression-Aligned Assessments in Mathematics. Issue 3 (2nd October 2017)

• Record Type: Journal Article
• Authors: Lai, Emily R.; Kobrin, Jennifer L.; DiCerbo, Kristen E.; Holland, Laura R.
• Is Part Of: Measurement. Volume 15:Issue 3/4(2017)
• Page Start: 143
• Page End: 162
• Publication Date: 2017-10-02
• Subjects: assessment triangle -- learning progression -- principled design; Social sciences -- Methodology -- Periodicals; Social sciences -- Statistical methods -- Periodicals; Social sciences -- Mathematical models -- Periodicals; Measurement -- Periodicals; 300.72
• DOI: 10.1080/15366367.2017.1388113
• Languages: English
• ISSNs: 1536-6367

Abstract

ABSTRACT: 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.