Using Progress Variables to Interpret Student Achievement and Progress
|Title||Using Progress Variables to Interpret Student Achievement and Progress|
|Year of Publication||2006|
|Authors||Kennedy, C, Wilson, M|
|Institution||University of California, Berkeley|
Increasing demands for teacher responsibility for improving student performance have educators searching for new ways to diagnose student needs while learning is on-going. A promising approach described in this paper utilizes progress variables as the foundation of a coherent classroom environment that coordinates learning goals, instruction, and assessment. A progress variable is a representation of the knowledge, skills, and other competencies one wishes to increase through the learning activities associated with a curriculum (Wilson & Sloane, 2000). A framework for modeling student achievement and progress within a curricular unit using progress variables was developed to help teachers in day-to-day instructional planning . A process for establishing instructionally useful performance levels that provide an interpretive context for understanding student proficiency and instructional needs in a Science unit is described, and teachers' use of graphical representations of student proficiencies for instructional planning is illustrated.