Considerations for Measuring Learning Progressions where Target Learning is Represented as a Cycle

Abstract

This paper explores some of the conceptual complexities associated with developing a learning progression where its final object is represented as a cycle.  By way of introduction to this conceptual and theoretical review, the paper first describes some of the conceptualizations underlying the work of the BEAR Center in developing learning progressions.  The core of all of these developments is the construct map, the first building block of the BEAR Assessment System (BAS).  After introducing the concept of a learning progression, this paper summarizes the elements of the BAS, emphasizing the central role of the construct map.  This paper then describes a series of several different ways to interpret the relationship between the idea of a construct map and the idea of a cycle-based progression. Along the way, the paper discusses some strengths and limitations of these conceptualizations, focusing on issues related to both education and measurement.  The paper concludes with some general reflections. Keywords: measurement, assessment, learning progressions, assessment structurehttp://dx.doi.org/10.7764/PEL.51.1.2014.12