Â鶹ÊÓƵ

This report details the development of a learning progression for the understanding of fractions. The intended use of the learning progression is to support formative assessment practices for children as they receive instruction during elementary school. The validity of the learning progression is evaluated by mapping its levels to vertically scaled test items answered by students taking Curriculum Associates' i-Ready Diagnostic Assessment. It is shown that there is a significant moderate correlation between the levels of the learning progression and the difficulty of the test items associated with each level.

This document presents a set of classroom assessment principles intended as a resource for practitioners, especially school leaders and district and state policymakers. Together these principles articulate a shared vision for effective classroom assessment practices.

By the ASPIRE Research Team. This paper outlines development of the Modeling Energy Flows Learning Progression and key indicators for each level of the learning progression. This learning progression is designed to directly support three-dimensional science learning by integrating the crosscutting concept of energy in systems and the science practice of modeling at each level.

By Derek C. Briggs and Erin Marie Furtak. Learning progressions have great potential as an organizing framework for classroom instruction and assessment. However, successful implementation of this framework hinges upon developing a curriculum-embedded system of student assessment. In this chapter, an approach to meeting this challenge is illustrated in the context of a learning progression in science that crosses the disciplinary boundaries of physics, chemistry and biology in a high school setting.

By Derek C. Briggs, Rajendra Chattergoon, and Amy Burkhardt. The process of setting and evaluating Student Learning Objectives (SLOs) has become increasingly popular as an example where classroom assessment is intended to fulfill the dual purpose use of informing instruction and holding teachers accountable.

Link to Resource:  The State of District-Level Interim AssessmentsAuthors:  Amy Burkhardt and Derek C. BriggsCitation: Burkhardt, A. & Briggs, D.C. (2018). The state of district-level interim assessments. Boulder, CO:

Link to Resource:  Learning progression project: Documentation of pilot work and lessons in the 2013-2014 school year. Authors:  Derek Briggs, Elena Diaz-Bilello, Fred Peck, Jessica Alzen, Rajendra Chattergoon, Abigail

Link to Resource: The Learning progression project year 2 pilot findings: MathematicsAuthors:  Derek Briggs, Fred Peck, Jessica Alzen, Raymond JohnsonSuggested citation:  Briggs, D.C., Peck, F., Alzen, J. & Johnson, R. (2015). The