Learning Progressions & Frameworks

Learn to use developmental progressions & trajectories to support students in math, English/language arts, and 21st century skills & dispositions

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English Language Arts
Educational Testing Service (ETS)
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This paper provides the rationale and foundation for the building and sharing knowledge key practice for the CBAL™ English language arts competency model. Building and sharing knowledge is a foundational literacy activity that enables students to learn and communicate what they read in...

English Language Arts
Educational Testing Service (ETS)
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This article shows how learning progressions — describing how students’ skills develop over time — can support teaching and assessments. It begins with a brief overview of research on learning progressions under the CBAL project, in order to demonstrate how test performance supports inferences...

Mathematics
Educational Testing Service (ETS)
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Prior work on the CBAL™ mathematics competency model resulted in an initial competency model for middle school grades with several learning progressions (LPs) that elaborate central ideas in the competency model and provide a basis for connecting summative and formative assessment. In...

Educational Testing Service (ETS)
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The purpose of this report is to describe a science competency model and 3 related learning progressions, which were developed by applying the CBAL™ approach (Bennett & Gitomer, 2009) to the domain of middle school science. The Cognitively Based Assessment of, for, and ...

21st Century Skills & Dispositions
Learner-Centered Initiatives
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This resource includes learning progressions for active learning, including: self‐assessment and use of feedback, perseverance and revision, collaboration and taking initiative. It was designed by Learner‐Centered Initiatives to assist teachers in recognizing and assessing the development of...

21st Century Skills & Dispositions
Learner-Centered Initiatives
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This resource is a learning progression for high level thinking, with a focus on analysis, use of claims and evidence, reasoning, question posing, and attention to multiple perspectives. It was designed by Learner‐Centered Initiatives, to assist teachers in recognizing and assessing the nature...