Search for: All records

Efforts to improve instruction frequently focus on fostering meaningful learning—learning based on conceptual understanding—as opposed to knowledge memorized by rote. Consistent with Dewey’s (1963) principle of interaction, fostering meaningful learning entails identifying what children already know and do not know and building on the former to learn (moderately) new knowledge (Claessens & Engel, 2013; Fyfe et al., 2012; Piaget, 1964; Vygotsky, 1978). A learning trajectory (LT) approach to instruction—which includes conceptually and research-based and goals, a research-based learning progression of successive developmental levels, and research-based teaching activities to promote each level—epitomizes such an effort (Clements & Sarama, 2008; Confrey et al., 2012). Formative, classroom-based assessment—ongoing assessment to guide and monitor student learning (Black et al., 2003; Cizek, 2010; Author, 2018a)—is an integral aspect of the LT approach (Daro et al., 2011). In contrast to more commonly used summative assessment strategy (e.g., a unit test given at the end of an instruction unit to assess whether unit content has been mastered and grade progress), formative assessment serves to identify what developmental level a child has already achieved and the next developmentally appropriate level on which instruction should begin (Author, 2018a). Moreover, children are regularly assessed during instruction to gauge whether they–individually or collectively–have mastered a developmental level before instruction proceeds with the next higher level. In sum, “the LT approach involves using formative assessment (National Mathematics Advisory Panel, 2008; Shepard et al., 2018) to provide instructional activities aligned with empirically validated developmental progressions (Fantuzzo, Gadsden, & McDermott, 2011). Although research has shown that LT-based instruction is more efficacious, research is needed to evaluate the add-on value of the formative assessment components of LT-based instruction on student outcomes and the professional development of teachers. This presentation will highlight future lines of research that would provide insight into underlying theory and more productive strategies. Because LTs “need to be supplemented with consideration of obstacles that the student must overcome,” much needs to be learned about the obstacles posed by the content itself, instructional materials, and teachers (Ginsburg, 2009).