Learning Progressions Focus Area
What are learning progressions? This overview provides some definitions and links to other learning progressions resources.
In this Teachers’ College Reading Writing Project (TCRWP) video (11 min.), Alison, the teacher, uses a TCRWP self-assessment tool, deeper questioning, and descriptors within an informational writing learning progression to guide first graders to analyze and improve their writing.
What are learning progressions?
Learning progressions, progress maps, developmental continuums, and learning trajectories are all terms that have been used in the literature over the past decade. While many variations on the definition exist, the concept generally refers to research-based, descriptive continuums of how students develop and demonstrate deeper, broader, and more sophisticated understanding over time.
A learning progression can visually and verbally articulate a hypothesis about how learning will typically move toward increased understanding for most students. There is currently a growing body of knowledge surrounding their purposes and use, as well as ongoing research in identifying and empirically validating content-specific learning progressions (Hess, 2010).
A conceptual view of learning progressions is one of overlapping learning zones along a continuum of learning. At the lower end of the progression are “novice” performers (at any grade level), who may (or may not) demonstrate the necessary prerequisite skills or understanding that is needed to be successful (e.g., essential skills/concepts that can be built upon over time). At the other end of the continuum are “expert” performers. Learning progressions descriptors help to “unpack” how learning might unfold for most students over time, moving from novice to expert performance (Hess, 2008).
Formative assessment is often mentioned in conjunction with learning progressions as well-designed interim assessments can “uncover thinking to show how student understanding is developing along the continuum of learning/learning progression.” (Hess, 2008).
Learning Progressions Resources
Hess, K. (2008). Developing and using learning progressions as a schema for measuring progress. White paper presented at 2008 CCSSO Student Assessment Conference, Orlando, FL.
Hess, K. K. (2012). Learning progressions in K-8 classrooms: How progress maps can influence classroom practice and perceptions and help teachers make more informed instructional decisions in support of struggling learners (Synthesis Report 87). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Read about the development of the Learning Progressions Frameworks (LPF)
Hess, K. (Ed. & Principle author) (2010). Learning progressions frameworks designed for use with the common core state standards in mathematics K-12. National Alternate Assessment Center at the University of Kentucky and the National Center for the Improvement of Educational Assessment. Available [online]:
Hess, K. (Ed. & Principle author) (2011). Learning progressions frameworks designed for use with the common core state standards in English language arts & literacy K-12. National Alternate Assessment Center at the University of Kentucky and the National Center for the Improvement of Educational Assessment.
The Lowdown on Learning Progressions. This article written by James Popham provides an overview of learning progressions, compelling reasons for their popularity, and important considerations for their usage. http://www.ascd.org/publications/educational-leadership/apr07/vol64/num07/The-Lowdown-on-Learning-Progressions.aspx
More Learning Progressions Videos
Learning Progressions Hawaii Progress Maps. Fifty Hawaii teachers (k-8) worked for 3 years with Dr. Karin Hess to develop, field test, and use learning progressions (called Progress Maps) in math and ELA. Here, they talk about their successes. http://youtu.be/8vltv2PaZVU