Working Paper

Visualizing and Reporting Content-Referenced Growth on a Learning Progression

Ichigo Takikawa — Mon, 14 Jul 2025 22:56:21 +0000

Visualizing and Reporting Content-Referenced Growth on a Learning Progression Ichigo Takikawa Mon, 07/14/2025 - 16:56

Derek Briggs , Kyla McClure , Sandy Student , Sarah Wellberg , Olivia Cox , Erik Whitfield , Nicolás Buchbinder

Link to Resource: Visualizing and Reporting Content-Referenced Growth on a Learning Progression

Authors: Derek C. Briggs, Kyla McClure, Sanford Student, Sarah Wellberg, Nathan Minchen, Olivia Cox, Erik Whitfield, Nicolás Buchbinder, Laurie Davis

Citation:

Briggs, D. C., McClure, K., Student, S., Wellberg, S., Minchen, N., Cox, O., Whitfield. E., Buchbinder, N., & Davis, L. (2025). Visualizing and Reporting Content-Referenced Growth on a Learning Progression. Educational Assessment, 1–23. https://doi.org/10.1080/10627197.2025.2503288

Abstract:

This paper presents and illustrates a framework for visualizing large-scale assessment results in a dynamic score reporting interface to support teachers in making content-referenced interpretations of student growth. The reporting interface maps student performance to locations along a research-based learning progression to facilitate interpretations of the quantitative differences along a vertical score scale. We illustrate content-referenced growth reporting in the context of a learning progression for how students understand fractions. Two key aspects of the illustration include evidence showing that discrete levels of the learning progression have a moderate to strong association with the difficulty of assessment items that were coded to the levels, and results from a small-scale pilot test of the reporting interface with practicing classroom teachers. We speculate about important aspects of implementation that would strengthen the validity of CRG score reporting interpretations and uses.

Keywords: Growth, Learning Progression, Classroom Assessment, Large-scale Assessment, Score Reporting, Item Mapping, Formative Assessment

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Experimental Estimates of College Coaching on Postsecondary Re-enrollment

Ichigo Takikawa — Wed, 11 Dec 2024 19:54:39 +0000

Experimental Estimates of College Coaching on Postsecondary Re-enrollment Ichigo Takikawa Wed, 12/11/2024 - 12:54

Oded Gurantz

Link to Resource: Experimental Estimates of College Coaching on Postsecondary Re-enrollment

Authors: Lesley J. Turner (University of Chicago and NBER) and Oded Gurantz

Although college enrollment has increased significantly over the last few decades, approximately 60% of students graduate within eight years, and only 2% of former college students with no degree choose to re-enroll. In this project, we examine whether student supports can improve short-term reenrollment outcomes for students who attempted but dropped out of college and wish to return. We conducted a randomized control trial in which low- and middle-income students who attended a California community college or California State University were offered coaching and counseling services from InsideTrack, a college counseling service provider. We find that even after opting-in to receive coaching, only one-half of students engaged with their college coach at least once, and there was no evidence that treatment assignment increased college re-enrollment. We discuss potential challenges experienced by the students and coaches during this experiment and ways to improve this work moving forward.

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Big Ideas in the Understanding of Fractions: A Learning Progression

Anonymous — Wed, 22 Mar 2023 19:23:29 +0000

Big Ideas in the Understanding of Fractions: A Learning Progression Anonymous (not verified) Wed, 03/22/2023 - 13:23

Sarah Wellberg , Derek Briggs , Sandy Student

Link to Resource: Big Ideas in the Understanding of Fractions: A Learning Progression

Authors: Sarah Wellberg, Derek C. Briggs, Sanford R. Student

This report details the development of a learning progression for the understanding of fractions. The intended use of the learning progression is to support formative assessment practices for children as they receive instruction during elementary school. The validity of the learning progression is evaluated by mapping its levels to vertically scaled test items answered by students taking Curriculum Associates' i-Ready Diagnostic Assessment. It is shown that there is a significant moderate correlation between the levels of the learning progression and the difficulty of the test items associated with each level.

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