Measuring Progressions: Assessment Structures Underlying a Learning Progression

By Mark R. Wilson. 2009

337 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d04c067aae7f0f1281ee5101ac912b8f28468a13

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Experimental Evaluations of Elementary Science Programs: A Best-Evidence Synthesis (2014, background): “Mant, Wilson, and Coates (2007) evaluated a professional development program in 32 mostly rural and village schools in Oxfordshire,”
Handbook of Research on Learning and Instruction (2011, background): “In this section we describe several research studies examining two skill learning variables, feedback and contextual interference, influential in motor skill learning.”
Learning progressions and teaching sequences: a review and analysis (2011, background): “Learning progressions are designed to employ robust learning performances (Wilson, 2009 ) that serve as ‘assessments for learning’ (Black & Wiliam, 1998 ).”
Assessment and learning: fields apart? (2017, background): “…have been conducted, the paucity of contribution to knowledge about learning from psychometrics is striking (Blinkhorn, 1997), though some researchers (e.g. Wilson, 2005, 2009; Wilson & Scalise, 2006) are trying to remedy this through evidence-centred design (Mislevy, Steinberg, & Almond, 2003).”
Building a learning progression for celestial motion: Elementary levels from an earth‐based perspective (2010, background): “…direction towards learning progression development in elementary astronomy is through the creation and testing of separate sets of learning trajectories organized according to the nature of students’ cognition with respect to the conceptual framework (an approach also suggested by Wilson, 2009).”
Early mathematics assessment: validation of the short form of a prekindergarten and kindergarten mathematics measure (2012, background): “…(also known as developmental progressions) have played a substantial role in recent theory and research (Clements, Sarama, Spitler, Lange, & Wolfe, 2011; Confrey, Maloney, Nguyen, Mojica, & Myers, 2009; Wilson, 2009), as well in as the development of standards and curriculum (Daro et al., 2011).”
Rethinking chemistry: a learning progression on chemical thinking (2014, background): “We thank all of the graduate students and chemistry teachers who collaborate with us in the development of the CTLP.”