1605 Views
  1. Edith Graf
  2. Research Scientist
  3. Presenter’s NSFRESOURCECENTERS
  4. Educational Testing Service (ETS)
  1. Frank Davis
  2. Evaluation & Research Consulting
  3. Presenter’s NSFRESOURCECENTERS
  4. Frank E. Davis Consulting
  1. Chad Milner
  2. National Director of Tech & Media
  3. Presenter’s NSFRESOURCECENTERS
  4. Young People's Project
  1. Maisha Moses
  2. Executive Director
  3. Presenter’s NSFRESOURCECENTERS
  4. Young People's Project
  1. Sarah Ohls
  2. Sr. Research Project Manager
  3. Presenter’s NSFRESOURCECENTERS
  4. Educational Testing Service (ETS)

DEVELOPMENT AND EMPIRICAL RECOVERY FOR A LEARNING PROGRESSION-BASED ASSESSMEN...

NSF Awards: 1621117

2019 (see original presentation & discussion)

Grades 6-8, Grades 9-12

Our work represents a collaboration among Educational Testing Service (ETS), The Algebra Project, Southern Illinois University at Edwardsville, and the Young People’s Project, with the involvement of schools and school districts in the emerging "We the People - Math Literacy for All" national Alliance. The goal is to validate the interpretation of a learning progression-based assessment for the concept of function. A learning progression is a domain-specific model of knowledge acquisition, which if empirically supported, can be used by teachers to guide instruction. The assessment presents challenging material intended to prepare all students for college mathematics. Our approach broadens participation by incorporating student voice during the design process—students have provided feedback on the tasks both through focus groups and through cognitive interviews conducted by staff of the Young People’s Project. The young people have provided insights regarding both language and culture where the design of the tasks is concerned. We are now at the point in the project where we are collecting data from a larger number of students, by administering the assessment on computer. The computer-based assessment includes many innovative task types, including those that will allow students to construct arrow diagrams and graphs of various types, as well as enter equations. The video will highlight several aspects of the design process, including development of the learning progression, incorporating student voice, and the technology.

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