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ABSTRACT
We describe an application of the assessment triangle, using a learning progression as the “cognition” vertex. We summarize two studies to evaluate whether evidence of student performance is consistent with our progression. In Study 1, we conducted think alouds using draft assessment activities and evaluated responses in relation to the sequencing of several key progression stages. In Study 2, we piloted revised activities and conducted latent class analysis to classify students into categories based on stage mastery. Results were mixed, with evidence generally suggesting that the progression is more of a loose network of concepts than a strict hierarchy.
Acknowledgments
The authors would like to thank Amy Reilly for study recruitment support, Ashley Peterson-DeLuca for graphics design assistance and the anonymous reviewers for their helpful comments on a previous version of the paper.
Conflict of interest
No potential conflict of interest was reported by the authors.
Notes
1. The version of the LP used to design activities for the first round of think alouds did not include a separate stage for “area unit iteration.” We added this stage after the first round of think alouds based on our observations of this behavior. We also designed more activities that explicitly targeted evidence of mastery of this stage.