Rejoinder to Commentaries on Using Learning Progressions to Design Vertical Scales

摘要

We are most appreciative of all the authors who submitted commentaries to our focus article "Using Learning Progressions to Design Vertical Scales That Support Coherent Inferences About Student Growth" (Briggs & Peck, 2015). Some comments were supportive of our ideas; others, more critical. Collectively we found the commentaries delightfully thought provoking, so much so that we could have easily written a rejoinder that was longer than our focus article. Instead, in what follows we divide our rejoinder into three main sections. In the first section we tackle the (mostly) friendly criticisms that are of a primarily theoretical nature (Confrey, Jones, & Gianopulos, 2015; Maul, 2015; McGrane, this issue; Penuel, 2015). In a brief second section we address a rather unusual critique that appears to rest on an ill-chosen metaphor and a misunderstood paradox (Ho, this issue). Finally, in the third section we summarize and discuss a host of practical issues that were raised about the challenges and possibilities inherent in our approach (Confrey et al., 2015; Kingston, Broadus & Lao, this issue; Marion, 2015; Martineau & Wyse, 2015; Thissen, 2015).