Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Organizers Andy Anderson, Michigan State University Beth Covitt, Michigan State University Karen Draney, University of California - Berkley Ravit Golan Duncan, Rutgers Joe Krajcik, University of Michigan Phil Piety, University of Michigan Shawn Stevens, University of Michigan CCMS Knowledge Sharing Institute 2006 Strand 3: Student Learning Designing Assessments to Track Student Understanding Across Time

Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Description of successively more sophisticated ways of thinking about a big idea Provide a framework for long-term development  Describes what it means to move towards more expert understanding in an area  Gauge increasing competence over time  A sequence of successively more complex ways of thinking about how an idea develops over time Consider how ideas build upon each other to form more complex practices or ideas Learning Progressions

Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Questions you had What are essential attributes (nature & stuff) How do we track student learning Language to describe LPs- What are they exactly? (what sort of framework) Link between LPs and instruction LPs impact of teaching and PD How does an LP deal with external (prior) knowledge

Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Examine how we might track the development of a Big Idea across time. We will examine questions like:  What is meant by a progress variable?  What are indicators and constructors?  What is the appropriate grain size of a progress variable? Begin to appreciate some of the challenges involved in developing a learning progression Goals of Session

Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Overview 9:00 - 9:15 Introductions, overview of session purpose, 9: :00 Karen Draney -- Presentation: How do we assess the development of students’ ideas of central concepts and principles across time? What are the major issues that are involved? 10: :00Four examples 1.Properties of matter and changes in matter (led by Karen Draney). Examples from high school chemistry students. 2.The movement of carbon through environmental systems (led by Chris Wilson). Examples from elementary, middle, high school students. 3.The movement of water and substances carried by water through environmental systems (led by Beth Covitt and Kristin Gunckel). Examples from elementary, middle, high school students. 4.The particle nature of matter (led by Shawn Stevens). Examples from middle, pre- chemistry, and chemistry students. Participants will examine student work. 11: :10 Break 11: :30 Syntheses Remarks -- Jim Pelligreno 11: :00 Discussion: What were some of the challenges we faced in analyzing students’ work in our groups? What are some of the larger challenges in developing learning progressions that are conceptually and empirically sound?

Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan