A validation framework for science learning progression research |
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| Authors: | Hui Jin Peter van Rijn John C Moore Malcolm I Bauer Yamina Pressler Nissa Yestness |
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| Institution: | 1. Educational Testing Service, Student and Teacher Research Centre, Princeton, United States;2. Educational Testing Service Global, Amsterdam, the Netherlands;3. Department of Ecosystem Science and Sustainability, and Natural Resource Ecology Laboratory, Colorado State University, Fort Collins, United States;4. Cognitive Sciences, Educational Testing Service, Princeton, United States;5. Graduate Degree Program in Ecology, and Natural Resource Ecology Laboratory, Colorado State University, Fort Collins, United States |
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| Abstract: | This article provides a validation framework for research on the development and use of science Learning Progressions (LPs). The framework describes how evidence from various sources can be used to establish an interpretive argument and a validity argument at five stages of LP research—development, scoring, generalisation, extrapolation, and use. The interpretation argument contains the interpretation (i.e. the LP and conclusions about students’ proficiency generated based on the LP) and the use of the LP. The validity argument specifies how the evidence from various sources supports the interpretation and the use of the LP. Examples from our prior and current research are used to illustrate the validation activities and analyses that can be conducted at each of the five stages. When conducting an LP study, researchers may use one or more validation activities or analyses that are theoretically necessary and practically applicable in their specific research contexts. |
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| Keywords: | Assessment learning progression validation |
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