Learning Progressions That Support Formative Assessment Practices

摘要

Black, Wilson, and Yao (this issue) lay out a comprehensive vision for the way that learning progressions (or other "road maps") might be used to inform and coordinate formative and summative purposes of assessment. As Black, Wilson, and others have been arguing for over a decade, the effective use of formative assessment has great potential to impact student learning (e.g., Black & Wiliam, 1998; Kennedy, Brown, Draney, & Wilson, 2005; Wiliam, Lee, Harrison, & Black, 2004). However, formative and summative purposes of assessment are often in tension, particularly in the context of current accountability systems (e.g., Centre for Educational Research and Innovation, 2008). As noted in the Black et al.