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Learning Progressions

A learning progression is a clearly articulated sequence of knowledge in a particular domain that communicates the vertical development of target knowledge over an extended period of time. Some aspects of learning progressions can be traced back to work in the 1960s by Jerome Bruner, who recognized that strong domain knowledge builds on previous strong domain knowledge and that deep conceptual knowledge development requires time, guidance, and multiple exposures. A well-defined learning progression can be useful in several ways. These include (a) providing a big picture view of intended knowledge, (b) serving as a resource for organized curriculum planning, and (c) serving as a reference point for gathering and using evidence for formative or summative assessment purposes. This entry provides basic information on the importance, characteristics, and purposes for the use of learning progressions, with emphasis on assessment-related uses.

Why Learning Progressions Are Important

Research informs us that the development of new knowledge builds on and from prior knowledge. However, many teaching and learning resources do not reflect this understanding. Many textbooks present content in an illogical sequence that is neither coherent nor organized within a grade or across multiple grades. Most content standards emphasize lists of learning targets with little attention to prioritization or an organized sequence. Most state and national assessments do not provide clear evidence of how learning is expected to develop over time or topic. As a result, most educators do not have resources that allow for systematic and sequential planning or assessment over time and topic.

Learning progressions are important as a template for the development and use of curriculum materials, instructional practices, and assessment. Using learning progressions in a coordinated manner shifts thinking about the nature of learning. With a progression approach, learning shifts from the process of mastering a body of disconnected facts and vocabulary to the organized building and revisiting of concepts over time. The role of assessment also shifts to a process of gathering evidence of progress along a continuum of increasing sophistication.

Characteristics of Learning Progressions

All learning progressions share a few common features. These include a series of levels from less sophisticated knowledge or skills (called the lower anchor) to more sophisticated knowledge or skills (called the upper anchor). Learning progressions vary in these dimensions: (a) the amount of time or material in the span, (b) the level of detail or granularity of knowledge at each level, (c) the nature of the knowledge itself (e.g., declarative facts, skills or ways of knowing, or a hybrid that combines both), and (d) whether the knowledge is representative of actual knowledge or aspirational knowledge of the target audience.

Most researchers describe the development of strong learning progressions as a difficult process that requires prioritization. In other words, learning progressions that contain fewer big ideas will support increased coherence in curriculum and instruction, opportunities for deeper learning and revisiting of concepts by students, and more valid assessment instruments. Learning progressions are used in many domains including mathematics, history, language arts, science, and communication.

Purposes of Learning Progressions

Learning progressions are valuable for curriculum development, instruction, and assessment. Using a learning progression as a template for textbook or curriculum development can support a systematic presentation of concepts that emphasizes explicit connections between concepts and ideas. Classroom instruction benefits when teachers are able to use evidence about students’ current knowledge for tailored feedback or to make sound decisions about the next instructional step.

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