Learning Trajectories: A research lens for enhancing formative assessment. Caroline B. Ebby, CPRE, University of Pennsylvania [email protected] Marge Petit, Marge Petit Consulting, MPC [email protected] S Take Aways S Effective math instruction and planning for instruction requires careful attention to evidence of student thinking. S Using learning trajectories/progressions to understand evidence of student thinking provides actionable information based on research on how students learn specific mathematics concepts S The “essence” of formative assessment is the relentless attention to evidence of student understanding and intentional and systematic use of the evidence for planning and instruction. (Popham, 2012) 2 Ebby and Petit April 2015 Formative Assessment Feedback (1) Assessment Learner Goal Teacher 3 Ebby and Petit April 2015 Learning Trajectories S “Learning progressions are descriptions of the successively more sophisticated ways of thinking about a topic that can follow one another as children learn about and investigate a topic” (NRC, 2007, p. 214) S Developmental progressions of strategies, concepts and levels of student thinking in particular mathematical domains S Links research on learning and instructional practice 4 Ebby and Petit April 2015 Formative Assessment Feedback (1) Assessment Learner Goal Learning Trajectory Teacher 5 Ebby and Petit April 2015 Calculus P r a c ti c e s High School Functions and Algebra Equations and Expressions Operations and Algebraic Thinking M a t h e m a ti c a l The Number System Fractions 6-8 Proportionality Multiplicative Reasoning Additive Reasoning 6 3-5 K-2 Ebby and Petit April 2015 Looking at Student Work S Review the samples of student work S What do you notice? Make some observations 7 Ebby and Petit April 2015 An Example: The OGAP Multiplicative Reasoning Progression 8 Ebby and Petit April 2015 The OGAP Sort Multiplicative Strategies Fractional! Transitional Strategies Transitional! Additive Strategies Early!Fractional! Nonmultiplicative Non0!Fractional! ! 9 Ebby and Petit April 2015 Instructional Implications 10 Ebby and Petit April 2015 Students move back and forth… Middle School Application … as they interact with new contexts, different magnitude numbers, number of factors, and more. Non-multiplicative Concept development over time Petit, Laird, Marsden, & Ebby, in press 2015 11 Ebby and Petit April 2015 CCSSM 12 Ebby and Petit April 2015 Learning Trajectory-Oriented Formative Assessment Feedback (1) Assessment Learner Goal Learning Trajectory Teacher 13 Ebby and Petit April 2015 Citations S Hulbert, E. Petit, & Laird, R. (2013). Ongoing assessment project: Professional development materials. Moretown, VT: Ongoing Assessment Project. S Popham, W. J. (2012). Forward. In E. Wylie, A. Gullickson, K. Cummings, L. Noakes, K. Norman, & S. Veeder (Eds.), Improving formative assessment to empower student learning (pp. ix-xii). Thousand Oaks, CA: Corwin Press. S Petit, Laird, Marsden, & Ebby (in press 2015). A Focus on Fractions: Bringing Research to the Classroom. Routledge, NY, NY. S Petit, Hulbert, & Laird (2013). OGAP Multiplicative Reasoning Framework. Moretown, Vermont. 14 Ebby and Petit April 2015
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