Video Title: Using Argumentation Learning Progressions to Support Teaching and Assessments of English Language Arts

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Yi Song - Associate Research Scientist

Intro

[music playing]

On-screen:
R&D Connections No.22
Using Argumentation Learning Progressions to Support Teaching and Assessments of English Language Arts
Yi Song
Associate Research Scientist
ETS Research & Development Division

Yi Song: Hi, I am Yi Song, and I work in the Research & Development division of ETS. I wrote an R&D Connections article about CBAL Argumentation Learning Progressions with my colleagues Paul Deane, Aurora Graf, and Peter van Rijn.

CBAL refers to the Cognitively Based Assessment of, for, and as Learning research initiative at ETS. CBAL aims to build a model for an innovative K-12 assessment system that documents what students have learned; helps teachers plan further instruction; and presents a worthwhile educational experience in and of itself. We chose to focus on argumentation because it is an essential skill in many professions and academic fields. The Common Core State Standards also place great emphasis on writing logical arguments. In this article, Paul, Aurora, Peter, and I showed how CBAL’s learning progressions can be used to support classroom instruction and assessment design. In CBAL, a learning progression describes a qualitative change in a student’s understanding of a key concept, process, or strategy. The assessment tasks we designed around the learning progressions can be used in flexible ways to suit teachers’ instructional purposes and to meet students' learning needs. You can visit the CBAL wiki site for more information. The link to the site is provided in this article. I hope you will read this article, and will find it both interesting and useful.

Narrator: R&D Connections is a free publication, which you can download at no cost by visiting the Research section of ETS.ORG.

On-screen:
R&D Connections
ets.org/research

Total length of video: 2:23