This project will build on prior funding to design a next generation diagnostic assessment using learning progressions and other learning sciences research to support middle grades mathematics teaching and learning. The project will contribute to the nationally supported move to create, use, and apply research based open educational resources at scale.
This project seeks to design a next generation diagnostic assessment using learning progressions and other research (in the learning sciences) to support middle grades mathematics teaching and learning. It will focus on nine large content ideas, and associated Common Core State Standards for Mathematics. The PIs will track students over time, and work within school districts to ensure feasibility and use of the assessment system.
The research will build on prior funding by multiple funding agencies and address four major goals. The partnership seeks to address these goals: 1) revising and strengthening the diagnostic assessments in mathematics by adding new item types and dynamic tools for data gathering 2) studying alternative ways to use measurement models to assess student mathematical progress over time using the concept of learning trajectories, 3) investigating how to assist students and teachers to effectively interpret reports on math progress, both at the individual and the class level, and 4) engineering and studying instructional strategies based on student results and interpretations, as they are implemented within competency-based and personalized learning classrooms. The learning map, assessment system, and analytics are open source and can be used by other research and implementation teams. The project will exhibit broad impact due to the number of states, school districts and varied kinds of schools seeking this kind of resource as a means to improve instruction. Finally, the research project contributes to the nationally supported move to create, use, and apply research based open educational resources at scale.