Presentation Title
How are Vermont Mathematics Teachers Structuring Learning Scales
Abstract
With the passage of Act 77, schools across Vermont have been transitioning to proficiency-based systems of learning and assessment in academic settings. In proficiency-based learning, courses have clear sets of targets to which assignments and activities are aligned. When students are assessed, a student’s level of understanding of each target is identified along a continuum, referred to as a learning scale. As schools and teachers develop these scales they must determine how they wish to define each learning target and make decisions about the language of each learning scale. The composition of these scales matters given the role of assessment in driving instructional practices.
The purpose of this research is to analyze the structure of the learning scales used by mathematics teachers in Vermont. We have collected 244 learning scales from 15 teachers in grades 5-12 across Vermont. We plan to conduct an analysis of the structure of the learning scales to use emerging codes capturing the language, accessibility, and design features of this data.
At the conference, we plan to present examples collected so far, along with our plan for analysis. Ultimately, we hope that this study will illustrate the scales teachers are using in Vermont. By looking at the language, design features, and accessibility of these scales, we hope to capture the design features that teachers prioritize when developing their scales, which is a component of a larger study aimed at understanding what mathematics teachers include in their learning scales. As more states and schools transition to proficiency-based learning, this study has the potential to inform discussions and decisions about the development of mathematics learning scales.
Primary Faculty Mentor Name
Carmen Petrick Smith
Faculty/Staff Collaborators
Tarrant Institute for Innovative Education
Status
Undergraduate
Student College
College of Education and Social Services
Program/Major
Middle Level Education
Primary Research Category
Professional Studies
How are Vermont Mathematics Teachers Structuring Learning Scales
With the passage of Act 77, schools across Vermont have been transitioning to proficiency-based systems of learning and assessment in academic settings. In proficiency-based learning, courses have clear sets of targets to which assignments and activities are aligned. When students are assessed, a student’s level of understanding of each target is identified along a continuum, referred to as a learning scale. As schools and teachers develop these scales they must determine how they wish to define each learning target and make decisions about the language of each learning scale. The composition of these scales matters given the role of assessment in driving instructional practices.
The purpose of this research is to analyze the structure of the learning scales used by mathematics teachers in Vermont. We have collected 244 learning scales from 15 teachers in grades 5-12 across Vermont. We plan to conduct an analysis of the structure of the learning scales to use emerging codes capturing the language, accessibility, and design features of this data.
At the conference, we plan to present examples collected so far, along with our plan for analysis. Ultimately, we hope that this study will illustrate the scales teachers are using in Vermont. By looking at the language, design features, and accessibility of these scales, we hope to capture the design features that teachers prioritize when developing their scales, which is a component of a larger study aimed at understanding what mathematics teachers include in their learning scales. As more states and schools transition to proficiency-based learning, this study has the potential to inform discussions and decisions about the development of mathematics learning scales.