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This document provides a framework for distinguishing the levels at which students perform in a project. It involves describing tasks, differentiating between levels 1 and 2, and providing explanations for the distinctions. Additional information can be added to capture nuances not covered in the table.
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Differentiating Levels of a Learning Progression How to complete this document: • The purpose of this document is to provide a framework for thinking about how your project distinguishes the level of your progression at which a student is performing. • The “Task” column on the left describes an action, task, or other interaction that the student participates in. • The next two columns describe two potential ways of completing, answering, or interacting with the task: one way would describe a student at level 1 of your learning progression and the other would describe a student at level 2 of your learning progression • The next column, labeled “Explain”, is your change to explain how these two columns differ, or distinguish between levels 1 and 2. • The fifth column is optional, but allows you to add any additional information that may not have been captured by the other columns in the table. • Pages 3 through 5 ask for the same information distinguishing between levels 2-3, 3-4, and 4-5 respectively. • If a single task in your project distinguishes between more than two levels, feel free to list it on multiple pages. • If your Learning Progression has more than five levels, you should copy the page and change titles, as needed. • In all of these tables you may add extra columns or rows, or adjust the size of cells, as needed.
