Using Argumentation Learning Progressions to Support Teaching and Assessments of English Language Arts CCSS CBAL EDC
- Author(s):
- Song, Yi; Deane, Paul; Graf, Edith Aurora; van Rijn, Peter
- Publication Year:
- 2013
- Report Number:
- RDC-22
- Source:
- R&D Connections, n22, Nov 2013
- Document Type:
- Periodical
- Subject/Key Words:
- Cognitively Based Assessment of, for, and as Learning (CBAL), Innovative K-12 Assessment System, Assessment Design, Learning Progressions, Student Competency, Summative Assessment, Formative Assessment, Common Core State Standards, Academic Skills, Component Tasks, Scenario Based Tasks, Evidence Centered Design (ECD)
Abstract
The authors of this essay demonstrate how learning progressions developed under the Cognitively Based Assessment of, for, and as Learning (CBAL) research initiative 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 researchers also show that assessment tasks designed around the learning progressions can be used in flexible ways to suit teachers’ instructional purposes and to meet students' learning needs. This is the 22nd issue in the R&D Connections series.