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

摘要

The overall aim of this article is to analyze the relationships between the roles of assessment in pedagogy, the interactions between curriculum assessment and pedagogy, and the study of pupils' progression in learning. It is argued that well-grounded evidence of pupils' progressions in learning is crucial to the work of teachers, so that a method is needed which will enable the production of such evidence in relation to the learning strategy of any teacher. The argument starts by proposing a rationale for understanding the central roles of assessments in pedagogy and in particular the relationships between their use for formative and summative purposes. This is then related to a more general discussion of the links between curriculum, assessment and pedagogy which serves to highlight the importance of models of progression.