Challenges in Modeling and Measuring Learning Trajectories

摘要

We agree in principle with the vision cast by Briggs and Peck and appreciate their use of Confrey's work to illustrate their vision. We reaffirm the need for content and assessment specialists to collaborate toward their concluding, calling for "making this case coherently [as] the next frontier in educational assessment." (Briggs & Peck, this issue, p. 96). We only add that the program of work required to make progress in this vision is uncertain, iterative, and will ultimately take more time and consistent resources than many recognize. We can attest to these challenges in our current work to build a digital system to gather evidence across a variety of contexts that can inform our theories about LTs and the relations among them.