An Empirical Approach to Developing Learning Progressions
NA (site), NA (city),
A new method of developing learning progressions is introduced in this paper. This method involves the assignment of psychometrically determined difficulty values to learning-progression skills--and it employs more of a big-data approach. It begins with a bank of data for tens of millions of students representing the measured interaction between learning-progression skills and students at different levels of learning.
(Email email@example.com to request a copy of this poster from the Renaissance Research Department.)
For information about research not available electronically, please email us at firstname.lastname@example.org.