Heritage, M. (2008). Learning progressions: Supporting instruction and formative assessment. Washington, D.C.: Council of Chief State School Officers. Retrieved May 9, 2008 from http://www.ccsso.org/content/PDFs/FAST Learning Progressions.pdf
The purpose of this paper is to explore learning progressions. Heritage begins by presenting numerous definitions and attributes of learning progressions, and then explains how progressions can be used to support classroom instruction and formative assessment. The author then presents eight examples of learning progressions, examining the similarities and differences among the progressions and the design implications for instructional planning and formative assessment. Heritage also describes three ways to develop learning progressions and provides strategies to review and reevaluate the progressions at regular intervals after initial implementation. The author concludes with next steps to support the use of learning progressions including re-thinking standards, conducting more research on learning within domains, and providing better teacher preparation programs that address how students learn and how to utilize learning progressions in K-12 education.
Multi-level Data Use, Professional Expertise, Skills and Knowledge, Standards