An Ecological Perspective on Learning Progressions as Road Maps for Learning

摘要

The Black, Wilson, and Yao (this issue) provide a wide-ranging commentary and vision of the interrelationships among curriculum, pedagogy, and assessment. Specifically, they describe how the Berkeley Evaluation & Assessment Research (BEAR) Center Assessment System can be used to integrate and systematize these areas. Our commentary focuses on augmenting their model by explicitly considering contextual factors that provide an emergent ecological perspective on learning progressions as road maps for learning. The goal of our commentary is to extend the ideas that the Black et al. laid out in the focus article.