Journal of East China Normal University(Educational Sciences) ›› 2020, Vol. 38 ›› Issue (4): 72-82.doi: 10.16382/j.cnki.1000-5560.2020.04.006

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Development of Assessment Tool of Learning Progressions: Taking Primary School Students’ Statistical Thinking Test for Example

Li Huaxia1, Song Naiqing2, Yang Tao3, Xin Tao3   

  1. 1. People’s Education Press, Curriculum and Teaching Materials Research Institute, The National Research Institute for Teaching Materials of Moratity and Rule of Law for Primary School, Secondary School and Vacational School, Beijing 100081, China;
    2. Southwest University, National Innovation Center for Assessment of Basic Education Quality Southwest University Branch Center, Chongqing 400715, China;
    3. Beijing Normal University, Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing 100875, China
  • Published:2020-04-13

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Abstract: Learning progressions can describe the trajectory of students’ thinking development and reveal students’ learning patterns, but the development of assessment tool restricts its research and application. This article takes primary school students’ statistical thinking test for example to develop the assessment tool of learning progressions.The methodology involves learning progressions research framework, building the theory hypothesis of primary school students’ learning progressions of statistical thinking, collection of problem sets, item quality analysis, verification by students’ performance. The results indicate that the leaning progressions theory hypothesis of primary school students’ statistical thinking is basically in accordance with the students’ performance, and this paradigm can provide more reference for teaching and students’ thinking. Also, it can help discover new learning patterns from a new perspective.

Key words: learning progressions, development of assessment tool, primary school student, statistical thinking