Considerations in Using Learning Progressions to Inform Achievement Level Descriptions

摘要

I applaud the spotlight that Huff and Plake (2010) place on a crucial aspect of the standard-setting process and believe that-with critical discussions and further research-learning progressions can make a significant contribution to this effort. However, my enthusiasm is tempered by recognition of the serious challenges to be grappled with as part of such work. A rush to incorporate learning progressions into the process of articulating ALDs before some of the issues have been addressed could lead to a premature condemnation of learning progressions and unsound ALDs. Thus, rather than the immediate application of Huff and Plake's vision, I would argue for additional research and discussion so that, in the future, learning progressions can have the desired impact.