Learning Progressions, Paradigms, and Geographic Thinking in the Anthropocene

The aim of this study was to show that some of the errors made by students when responding to mathematics assessment items can indicate progress in the development of conceptual understanding. By granting partial credit for specific incorrect responses by early secondary students, estimates of the difficulty of demonstrating full and partial knowledge of skills associated with the development of proportional reasoning were determined using Rasch analysis. The errors were confirmed as indicators of progress, and hence partial knowledge, when the thresholds of achievement followed a logical order: The greater the proficiency of the students, the more likely they were to receive a higher score. Consideration of this partial knowledge can enhance the descriptions of the likely behaviours of students at the various levels of learning progressions and this can be informative for teachers in their planning of learning activities.

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ACBAL™ SCIENCE MODEL OF COGNITION: DEVELOPING A COMPETENCY MODEL AND LEARNING PROGRESSIONS TO SUPPORT ASSESSMENT DEVELOPMENT

ETS Research Report Series ◽

10.1002/j.2333-8504.2013.tb02336.x ◽

2013 ◽

Vol 2013 (2) ◽

pp. i-54 ◽

Cited By ~ 4

Author(s):

Lei Liu ◽

Aaron Rogat ◽

Maria Bertling

Keyword(s):

Competency Model ◽

Learning Progressions ◽

Assessment Development

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The English Language Learning Progressions (ELLP): Challenge or opportunity?

Curriculum Matters ◽

10.18296/cm.0046 ◽

2020 ◽

Vol 16 ◽

pp. 21-37

Author(s):

Judith Anthony

Keyword(s):

Language Learning ◽

English Language ◽

Future Research ◽

English Language Learning ◽

Learning Progressions ◽

Ministry Of Education ◽

Critical Policy Analysis ◽

Challenges And Opportunities ◽

Key Issues ◽

Critical Policy

This article provides an overview and critical analysis of The English Language Learning Progressions (ELLP) (Ministry of Education, 2008). Identifying main themes through critical policy analysis, this review seeks to place ELLP in context through a comparison with The English Language Learning Framework: Draft (Ministry of Education, 2005) and English Language Learning Progressions (ELLP ) Pathway Years 1–8 (Ministry of Education, 2020a). Within this review, the structure of ELLP is explored along with key ideas and claims. It is argued that there are both challenges and opportunities in ELLP. Finally, the key issues are summarised and suggestions are made for future research.

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Recent Advances in Conversational Intelligent Tutoring Systems

AI Magazine ◽

10.1609/aimag.v34i3.2485 ◽

2013 ◽

Vol 34 (3) ◽

pp. 42-54 ◽

Cited By ~ 54

Author(s):

Vasile Rus ◽

Sidney D’Mello ◽

Xiangen Hu ◽

Arthur Graesser

Keyword(s):

Natural Language Processing ◽

Natural Language ◽

Language Processing ◽

Intelligent Tutoring Systems ◽

Intelligent Tutoring ◽

Individual Student ◽

Learning Progressions ◽

Tutoring Systems ◽

Recent Advances ◽

Processing Techniques

We report recent advances in intelligent tutoring systems with conversational dialogue. We highlight progress in terms of macro and microadaptivity. Macroadaptivity refers to a system’s capability to select appropriate instructional tasks for the learner to work on. Microadaptivity refers to a system’s capability to adapt its scaffolding while the learner is working on a particular task. The advances in macro and microadaptivity that are presented here were made possible by the use of learning progressions, deeper dialogue and natural language processing techniques, and by the use of affect-enabled components. Learning progressions and deeper dialogue and natural language processing techniques are key features of DeepTutor, the first intelligent tutoring system based on learning progressions. These improvements extend the bandwidth of possibilities for tailoring instruction to each individual student which is needed for maximizing engagement and ultimately learning.

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