Commentary on Road Maps for Learning: A Guide to the Navigation of Learning Progressions

摘要

Ten years ago, the authors of Knowing What Students Know proposed that large-scale and classroom assessment should be created from the same underlying model of learning (National Research Council, 2001). They suggested that, ideally, a model of learning should provide a developmental perspective, "laying out one or more typical progressions from novice levels toward competence and then expertise, identifying milestones or landmark performances along the way" (National Research Council, 2001, p. 182). Since this advice was first mooted, the progressions movement has been gaining ground in an effort to provide better descriptions of learning than typically offered by standards and from which to develop curriculum, assessment, and instruction.