common education data standards (ceds) version 3 standardizing data to support formative assessment...

Common Education Data Standards (CEDS) Version 3

Standardizing Data to Support Formative Assessment Process Use in School Districts

The Common Education Data Standards (CEDS) current work has a renewed focus on data elements that support teaching and learning. A specific focus for the K–12 stakeholder group has been the formative assessment process by which teachers and students use data to inform where they need to go; where they are; and how to close the gap. In this session, local education agency representatives from the CEDS K–12 Stakeholders Group discuss how science research and promising practice models have been used to develop a process model and guiding principles, which serve as the basis for defining data elements and models in CEDS Version 3. Audience feedback on the draft elements and models is encouraged.

WHAT IS CEDS?

WHAT IS CEDS?

• A national collaborative effort to develop voluntary, common data standards for a key set of education data elements

Voluntary Common Vocabulary

• A vocabulary including standard definitions, option sets & technical specifications to streamline sharing and comparing

WHY DO WE NEED CEDS?

1.Accurate, timely, and consistent datato inform decisionmaking

2.Share & compare high quality data within & across P-20 sectors

Required

A data collection

A federal unit record system

Solely an ED undertaking

All or nothing

An implementation

CEDS IS NOT

CEDS FORMATIVE ASSESSMENT

FOCUS

CEDS Reference Process Model defined with participation from:

• Susan M. Brookhart

• Margaret Heritage

Teaching and Learning – Formative Assessment

• Formative assessment process -- process by which teachers and students use data to inform:

– where they need to go, – where they are, and – how to close the gap.

“Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve student’ achievement of intended instructional outcomes.” (FAST SCASS, 2008, October)

CEDS version 3.0

Formative Instruction Context• Classroom Instructional Models• Blended Learning Models• Virtual Learning Models

Reference Domains to Inform Models

• Cognitive Science / Learning Sciences Research

E.g.– http://www.amazon.com/How-People-Learn-Experience-Expanded/dp/0309070368

• Practice Models (assessment for learning models, RTI, PLC use of formative data, etc.)

E.g.– http://www.edweek.org/media/formative_assessment_next_generation_heritage.pdf– http://www.assistments.org

• Engineering (control theory)E.g. see: – http://en.wikipedia.org/wiki/Control_theory – http://www.ofthat.com/2012/02/perverse-vocabulary-of-feedback-loops.html

Formative instructional process models

• Starting with the “30,000 ft.” view

Class

Model for instruction without formative feedback

Fixed Inputs: Instruction,Activities, Practice

Variable Outputs:Learner Competencies

Instructional Decisions

Reference Standardsand Curriculum

INPU

TS

OU

TPU

TS

DescriptiveFeedback

& Scaffolding

Formative assessment process

Variable Inputs: Instruction, Activities, Practice (variable inputs)

Learning ProgressionsCurriculum Current Learning GoalsCriteria for SuccessUnit & Lesson Plans

Formative Assessmentreal-time (during instruction) or near-real-time (e.g. daily) measurement of learner mastery of specific competencies

LearnerLearner Competencies(output less variable)

Formative FeedbackLoop

Determine the nature ofmisunderstandingand adjust

Standards

INPU

TS

OU

TPU

TS

reference

gap

in

unde

rsta

ndin

g

current statusevidence

+

-

Self/peer assessment& shared ownership

Data to support the model?

Adjusted: Instruction,Activities, Practice(variable inputs)

Learning ProgressionsCurrent Learning GoalsCriteria for SuccessCurriculum, Unit & Lesson PlansActivities, Resources

Formative Assessment

LearnerLearner Competencies(less variable)

Formative Feedback

Instructional Decisions

Standards

INPU

TS

OU

TPU

TS

reference

measured error

measured output

+

-

What data elements and

structures need to be added to

CEDS?What process

measures should become CEDS

elements?

What additional data elements

describe learning progressions, etc.? Related content

metadata to include, or not (for CEDS v3)?

Guiding Principles:• Formative is not a type of assessment, but a

process, a cycle of continuous evidence to inform instruction/learning

• The frequency of measurement and use of data matters

• Formative assessment not just as a more frequent, finer grained test, but as a practice involving both teachers and students.

• Concerned with individual learner progress

Guiding Principles:• “[The formative process should] help students

understand the goal being aimed for, assist them to develop the skills to make judgments about their learning in relation to the standard, and establish a repertoire of operational strategies to regulate their own learning. (Heritage, 2010)”

• May inform individual or group instruction• Involves students

Guiding Principles:• Feedback designed to improve learning is

more effective when it is focused on the task and provides the student with suggestions, hints, or cues, rather than offered in the form of praise or comments about performance (Bangert-Drowns, Kulik, Kulik, & Morgan, 1991; Kluger & DeNisi, 1996, as cited by Heritage 2010)

Roles in the formative processTeacher Roles Student Roles

Set (or define) an appropriate learning objective, i.e. the “next step” for a learnerHelp students understand the goal

Actively work to understand the objectiveMonitor their own learning (meta-cognition)

Beyond using feedback to promote content learning:• Assist students to develop skills to make judgments about their learning in relation to the standard• Establish a repertoire of operational strategies for students to regulate their own learning

Hold a concept of quality similar to the teacher’s• Possessing a concept of the standard (or goal, or reference level) being aimed for;• Comparing the actual (or current) level of performance with the standard;• Engaging in appropriate action which leads to some closure of the gap(Sadler, 1989)

Determining what is within the student’s reach, and providing them with experiences to develop new learning into their existing schema.

Peer and self assessment

Two Levels of Competency Development

1. Level of actual development the learner has already reached (level at which the learner can independently solve problems)

2. Level of potential development within the Zone of Proximal Development (ZPD)

• ZPD is the area where learning takes place, i.e. learning that is within reach or becomes within reach with the help of more experienced learners (or the teacher)

Teacher and Student Collaboration• “teachers and students engaged together in

responding to evidence about learning, minute by minute, day by day. (Leahy, Lyon, Thompson, & William, 2005 – as cited in Heritage 2010)

Key TermsTerm Definition

Assessment for learning (AFL)

(note: formative assessment and assessment for learning are equivalent concepts) AFL is part of everyday practice by students, teachers, and peers that seeks, reflects upon, and responds to information from dialog, demonstration, and observation in ways that enhance ongoing learning. (from 3rd International Conf. on AFL, 2009, March)

Evidence observations of students’ work or working processes used to draw conclusions about students’ learning

Feedback providing students information students need so they can understand where they are in their learning and what to do next (Brookhart, 2008)


Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve student’ achievement of intended instructional outcomes.” (FAST SCASS, 2008, October)

Key Terms - continuedTerm Definition

Scaffolding an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students (Palinscar & Brown)

Self-regulation of learning

the processes whereby learners personally activate and sustain cognitions, affects, and behaviors that are systematically oriented toward the attainment of personal goals” (Zimmerman & Schunk, 2011)

Self-monitoring “as work progresses, a metacognitively active learner interleaves cognition applied to the task with metacognition ‘on the fly.’ Products are ‘quality checked’ against standards established in Phase 2 [setting goals and plans]. Also, attributes of cognitive experience may be monitored for properties such as effort. (Winne, 2011)

Zone of Proximal Development

Important concept from cognitive science—people build new knowledge on existing knowledge. New learning must be “within reach” relative to current competencies.

Context for Formative

Assessment

Classroom Instruction Strategies:• Informal observation – conversation

• When/how is this data captured in the data system?• Assessment “Item” must be broadly defined to include

observation data

• Embedded feedback adjust instruction• More formal process, e.g. “exit tickets”, clickers, interactive

game/project with rubric/gates

Reference case studies in which data is captured using:• Online exit ticket common assessment, Real-time clickers • Instructional Improvement System

Blended instructional strategies1. Virtual activities capture out-of-class learning

evidence2. Out-of-class learning evidence informs

descriptive feedback, peer assessment, collaboration

Reference case studies: • ASSISTments homework process• Khan Academy experiment

Virtual formative strategies• Game-based learning environments• Virtual school models• Exploratory online learning (with automated

assessment and feedback)• Online Collaborative models

Reference case studies:• Khan Academy• Game-based learning example (Lure of the Labyrinth?)

Modeling based on

FAST SCASSpolicy and practice

guidance

Formative Assessment for Students and Teachers (FAST) State Collaborative on Assessment and Student Standards (SCASS)

5 Critical Featuresfor effective use of formative assessment

(Identified by FAST SCASS in 2008)

1. Learning progressions2. Learning goals and success criteria3. Descriptive feedback4. Self-peer-assessment5. Collaboration

How do these translate into CEDS data elements…

I. Learning ProgressionsA learning progression clearly articulates the trajectory along which students are expected to progress to improve in an area of learning and act as a touchstone for formative assessment (Heritage, 2008).

Learning Progressions Example

Basic Structure of Learning Standards in CEDS 2: This is the vertical hierarchy, different from Learning Progressions

Child Development and Early Learning FrameworkPublished by the U.S. Department of Health and Human Services (HHS) – Head Start Office

Note: The Early Learning Framework is organized into three levels, Domains, Domain Elements, and Examples. This example is show that the CEDS elements support a three level learning standards hierarchies, and the flexibility to contain standards documents organized with more or less levels.

Learning Standard Document

Learning Standard Item



Example Values from Child Development and Early Learning Framework:(Note: Identifier values expressed as URL/GUID are not real, shown only to illustrate proposed format.)

Learning Standards Document Identifier: http://purl.org/HEADSTART/79B776908BB2474d8A095631C63DABE0Learning Standards Document Title: Child Development and Early Learning Framework

Learning Standards Document Creator: Head StartLearning Standards Document Version: 2010

Learning Standards Document Publication Status: PublishedLearning Standards Document Valid Date Start: 2010

Learning Standards Document Subject: Early Learning

Example Values:Learning Standard Item Identifier: http://purl.org/HEADSTART/B62C1C106873438AA0126760075A65A3Learning Standard Item Statement: Mathematics Knowledge & SkillsLearning Standard Item Type: DomainLearning Standard Item Is Child Of: http://purl.org/CCSS/79B776908BB2474d8A095631C63DABE0Learning Standards Document Identifier: http://purl.org/CCSS/79B776908BB2474d8A095631C63DABE0

Example Values:Learning Standard Item Identifier: http://purl.org/HEADSTART/8E1706CB8CF1441EACF0F47230D202D9Learning Standard Item Statement: Geometry and Spatial SenseLearning Standard Item Type: Domain ElementLearning Standard Item Is Child Of: http://purl.org/CCSS/B62C1C106873438AA0126760075A65A3Learning Standards Document Identifier: http://purl.org/CCSS/79B776908BB2474d8A095631C63DABE0

Example Values:Learning Standard Item Identifier: http://purl.org/HEADSTART/8E1706CB8CF1441EACF0F47230D202D9Learning Standard Item Statement: Recognizes and names common shapes, their parts, and attributes.Learning Standard Item Type: ExampleLearning Standard Item Is Child Of: http://purl.org/CCSS/B62C1C106873438AA0126760075A65A3Learning Standards Document Identifier: http://purl.org/CCSS/79B776908BB2474d8A095631C63DABE0

Course Grained

FinerGrained

Note: Can support different taxonomies, e.g. CCSS and ELF as shown.Separate element for URL vs. GUID is proposed for version 3.

Learning Standard

Item

Key Concept: Learning Standards

Learning Standard

Item

LearningStandardItemLearningStandardItemId

LearningStandardItemIdentifier

LearningStandardItemCode

LearningStandardItemURL

LearningStandardItemType

LearningSTandardItemStatement

ChildOf_LearningStandardItem

[Prerequisite_LearningStandardItem (deprecated)]

LearningStandardDocumentId

LearningStandardDocumentLearningStandardDocumentId

Title

Version

Creator

J urisdiction

Description

PublicationStatus

ValidStartDate

ValidEndDate

LearningStandardItem_PrerequisiteLearningStandardItemLearningStandardItemId

PrerequisiteLearningStandardItemId

I. Learning Progressions in CEDS

Schema for learning progressions

Subj

1

A B C

2

D E F

Schema for document hierarchy

A

B

D

E

C

F

Draft for v3 supports learning progressions schema complementary with existing competency document/framework hierarchy

LearningStandardItemAssociationLearningStandardItemId

LearningStandardAssociationType

RelatedLearningStandardItemId

I. Learning Progressions in CEDS• “Prerequisite” is one type of Association

LearningStandardItemLearningStandardItemId





LearningSTandardItemStatement


[Prerequisite_LearningStandardItem (deprecated)]


LearningStandardDocumentLearningStandardDocumentId

LearningStandardDocumentTitle

LearningStandardDocumentVersion

LearningStandardDocumentCreator

LearningStandardDocumentJurisdiction

LearningStandardDocumentDescription

LearningStandardDocumentPublicationStatus

LearningStandardDocumentValidStartDate

LearningStandardDocumentValidEndDate

CEDS Competency (Learning Standard) Schema with proposed changes for v3


LearningStandardAssociationType

RelatedLearningStandardItemIdAssociation Type = “Prerequisite”

A

B

D

E

C

F

I. Learning Progressions

“Unpacking” a learning standard:F has process steps:e.g. skill

F1 F2 F3

A

B

D

E

C

F

B has micro-standards:or standardB1 B2

LearningStandardDocument

LearningStandardItem *LearningStandardItemId





LearningStandardItemStatement


[Prerequisite_LearningStandardItem ...


I. Learning Progressions in CEDSAddressing the Need for “Un Packing” a Competency

Subj

1

AA1

A2

A3

B C

2

D E F

The existing CEDS schema already supports more granular levels/types of competency data.

Subj

1

A B C

2

D E F

The “micro-standard” is simply a more granular competency, another level in the hierarchy, e.g. if A is “Name common shapes.” A1 might be “Name a circle.”

A1 A2 Competencies of different types may have the same parent. E.g. a single “standard” A may have

“sub-competency” and/or may have an “exemplar statement” A1 and “success criteria statement” A2

…It can also support different “types” on the same “level”.

(CEDS can define the option set for LearningStandardItemType based on the content frameworks, e.g. Assessment consortia collaboration on unpacking CCSS. CEDS will include/allow options that support other standards frameworks in early learning and postsecondary.)

Zone of Proximal Development (ZPD)

II. Learning goals and success criteria

Learning Goal -- immediate learning intended within the ZPD.

Success Criteria – use to indicate the degree to which learning is moving through the ZPD toward independent achievement.


II. Learning goals

Learning Goal -- immediate learning intended within the ZPD.


Can learning goals be selected from “unpacked” competencies (more

granular concepts & process steps)?

YES, as long as the teacher can also describe the goal in two ways for:

1) educators and 2) students.


II. Success criteriaIncludes:1. what the criteria are

(defined in competency model)2. students’ achievement level on those criteria

(this could be defined as a performance level on a scored assessment)


II. Learning goals and success criteria as data elements

• Learning Goals are finer grained than standards, they could be the same as an unpacked standard, but may be custom for an individual, group, or circumstance.

• “How an educator defines a learning goal and then how it is communicated to students will likely be different.” * (i.e. define 2 elements)

• There may be one or more Success Criterion for a learning goal.

*(Heritage, M.; personal communication; April 11, 2012)

II. Data Elements

Learning Goal Description

A statement that specifies the learning that is intended in a way that both the educators and learners can understand.

Learning Goal Success Criteria

One or more statements that describes the criteria used by teachers and students to check for attainment of a leaning goal. This criteria gives clear indications as to the degree to which learning is moving through the Zone or Proximal Development toward independent achievement of the learning goal.

Learning Progressions, Goals, and Success Criteria

New entities proposed for v3: • Competency Set -- “A structure for grouping a set of

competencies.”• Competency Set Completion Criteria – “Criteria for

competency-based completion of a unit, course, program, degree, certification, etc.” (The criteria may be ‘all’ competencies in the set or ‘at-least’ # of competencies. Sets may be nested, e.g. all in subset A and 3 of 5 from subset B.)

Adapted from “Competency Container” concept, Applied Minds Knowledge Web Data Model draft Nov. 2011

Competency Set

FB

QAND

ONE of: =


III. Descriptive feedback

1. What are examples of descriptive feedback data?a. In traditional classroom this might not

be captured as data.b. In online and blended models this may

be captured as freeform text. (It could be analyzed for key words but probably would not fit in to CEDS.)

c. In automated online models this might be captured in click stream data through a scaffolding process (e.g. ASSISTments)

2. Model in CEDS as a link to a web page that might contain a hint, activity, practice problem set, or resource? (similar place in the model as the Diagnostic Statement element)

Success Criteria

DescriptiveFeedback

Feedback in the form of ideas, strategies, and tasks the student can use to close the gap between where they are and the learning goal.

Learning Goal

III. Data Elements

Assessment Sub Test Score Descriptive Feedback

The actual formative descriptive feedback that was given to a learner in response to the results from a scored/evaluated portion of an assessment.

Assessment Item Response Descriptive Feedback

The formative descriptive feedback that was given to a learner in response to the results from a scored/evaluated assessment item.


IV. Self assessment and peer assessment

1. Although one might not think of self and peer-assessment as data to be captured in a data system, are there elements that could be included, that might cause system developers not to overlook this critical feature of formative assessment?

Are there blended or virtual models that include self and peer assessment process measures?

Success Criteria

DescriptiveFeedback

“Students need to assess the status of an individual peer’s learning—or their classmates’ learning as a group—against the same success criteria they use to check their own learning” (Heritage, 2010)

Learning Goal

Peer Assessment

Possible process measures based on rubric for self-assessment and collaboration.

Snapshot from BSCS Center for Curriculum Development. (2005). Doing science: The process of scientific inquiry. NIH Publication No. 05-5564.[Note report gives permission for classroom use of contents. Permissions requests for other uses should be addressed to BSCS.]

V. Collaboration

1. What teacher and student practices or activities indicate that shift to shared responsibility and collaboration?E.g. messaging

2. Are there process measures that might serve as a catalyst for this shift? E.g. # and size of posts, response times

3. Are there models with which data can support or measure collaboration? If so, what are the data elements?

“…all participants, both teachers and students, share responsibility for learning. Achieving shared responsibility often requires substantial shifts in the nature of the classroom contract between teachers and students” (Heritage, 2010).

Emerging area of development. No data elements identified for CEDS v3.

Data Entitiesfor


Assessment

AssessmentFamily

AssessmentForm

AssessmentItemResponse

CompetencyItem_CompetencySet

CompetencySet


LearningStandardItem

LearningStandardItemAssociation

PerformanceLevel PersonSectionItem SubTestItem SubTestLearningStandardItem

SubTestScoreFormSection FormSubTest

RefGrade

AssessmentItem_LearningStandardItem

Person Being Assessed

Person Administrating the Assessment (if applicable)

CEDS Formative Assessment Process Entities and Relationships

Assessment Definition(including for informal assignments)

Competencies &Learning Progressions

AssessmentAdministration (Delivery)

AssessmentRegistration (Assignment)

Assessment Results,Progress Evaluation,Descriptive Feedback

(new)

(new)

(new)

(new)

LearningStandardItem_GradeLevel

Person Proctoring the Assessment (if applicable)

Learning Goals and Success Criteria AchievementEvidence

(new)

Assignment, Competency Achievement, and Evidence

Person Who Assigned theAssessment (if applicable)

Assessment Delivery (e.g. formal proctoring or informal observations)

Achievement

LearningGoal

(new)

ItemCharacteristic

ItemPossibleResponse

RefItemRubric

AssessmentItem

LearnerAssignment

LearnerAction

New Formative Assessment Elements


CompetencySetCompetencySetId

ChildOf_CompetencySet

CompletionCriteria

CompletionCriteriaThreshold




RefLearningStandardAssociationTypeId

RelatedLearningStandardItemId

RefGrade

Competencies &Learning Progressions

(new)

(new)

(new)

(new)



(new)

Assignment, Competency Achievement, and Evidence

Achievementid

Type

Title

ImageUrl

Description

CriteriaUrl

CompetencySetId

PersonId

LearningGoalLearningGoalId

Description

SuccessCriteria

PersonId

CompetencySetId

(new)

Additional Data Elements

for Blended and Virtual

Learning Models

Blended Learning Models

From: Classifying K-12 Blended Learning, Innosight Institute, May 2012 , http://www.innosightinstitute.org/media-room/publications/blended-learning/

Blended Learning ModelsQuestions (for each model): • What is different about the assessment data

used?• What is different about feedback to learners? • What is different about adjustment to learning

activities?

Blended Learning Models

From: Classifying K-12 Blended Learning, Innosight Institute, May 2012 , http://www.innosightinstitute.org/media-room/publications/blended-learning/

EXAMPLE: ASSISTments homework model, Bellingham (MA) Middle School

School

2. Teacher-student collaboration for learning.Students and teachers collaboratively assess the status of individual and group learning—against the common success criteria and provide descriptive feedback.

1. Online homework activities/problem sets with scaffolding for immediate feedback

Teacher dashboard for real-time or just-in-time monitoring of student progress and class prep

3. Teacher (with peers) use data to assign

next learning activities and problem-sets to class, group, or individual (within zone of proximal development)

Daily professional collaboration using data.

Blended/Virtual Data Elementse.g. when a student responds to a problem online…

LearnerActionAssessmentItemLearnerActionId

AssessmentItemResponseId

LearnerActivityId

RefLearnerActionType

Value

Time

Date

AssessmentItemResponseAssessmentItemResponseId

Response

ScoreValue

ResponseTime

AidSetUsed

PossibleScore

DescriptiveFeedback

ScaffoldingItemFlag

HintCount

HintIncludedAnswer

Duration

FirstAttepmtDuration

StartTime

StartDate

AssessmentItemId

AssessmentRegistrationId

Process Measures that Inform Instructional Decisions

Building on the Work of Others

New Elements derived from SIF & ASN

Learning Standard Document Language

The default language of the text used for the content in the learning standard document.

Learning Standard Item LanguageThe default language of the text used for the content in the learning standard statement.

Learning Standard Document LicenseA legal document giving official permission to do something with the standards document.

Learning Standard Item LicenseA legal document giving official permission to do something with the standards statement.

Learning Standard Document PublisherAn entity responsible for making the learning standards document available.

Learning Standard Document Rights Information about rights held in and over the resource.

Learning Standard Document Rights Holder

A person or organization owning or managing rights over the learning standards document.

Learning Standard Item Concept Keyword

The significant topicality of the learning standard using free-text keywords and phrases.

Learning Standard Item Concept Term

The topicality of the achievement standard, e.g. "Pythagorean Theorem" "Trigonometric functions" "Forces and energy" "Scientific method" "Oral history" etc.

Achievement Elements (with reference to CEDS v2 PS elements, Open Badges, and others)

Achievement Title

A human readable title assigned to the achievement.

Achievement Image Url

For online display, this is the Uniform Resource Locator (URL) for the unique address of an image representing an award or badge associated with the achievement.

Achievement Description

A description of the achievement.

Achievement Criteria

The human-readable criteria for competency-based completion of the achievement/award and/or Uniform Resource Locator (URL) for the unique address of a web page describing the criteria.

Achievement DateThe year, month and day or year and month on which the achievement was recognized.

Achievement Award Issuer Name Human-readable name of the agent issuing the award.

Achievement Award Expires Date Date when the award expires. If omitted, the award never expires.

Achievement Award Issuer Origin UrlIf an award is issued electronically for the achievement, this is the internet <protocol>://<host>:<port> from which the award was issued.

Achievement Evidence A description or reference to the evidence that the learner met the criteria for attainment of the achievement.

Additional Elements for

Learning Resources

Building on the work of others: Learning Resources

Property Expected Type DescriptionEducation Specific

educationalAlignment schema.org/alignmentObjectThe competency, learning standard, skill and/or text complexity that the work is aligned to.

intendedEndUserRole schema.org/TextThe individual or group for which the work in question was produced.•Ex: “student”, “teacher”

educationalUse schema.org/Text The purpose of the work in the context of education.•Ex: “assignment”, “group work”

timeRequired schema.org/Duration(ISO 8601)

Approximate or typical time it takes to work with or through this learning resource for the typical intended target audience.•Ex: “P30M”, “P1H25M”

typicalAgeRange schema.org/TextThe typical range of ages the content’s intendedEndUser.•Ex: “7-9″, “18-”

interactivityType schema.org/Text

The predominate mode of learning supported by the learning resource. Acceptable values are active, expositive, or mixed.•Ex: “active”, “mixed”

learningResourceType schema.org/TextThe predominate type or kind characterizing the learning resource.•Ex: “presentation”, “handout”

LRMI Specification version 1.0 – Candidate elements…

http://www.lrmi.net/the-specification/alignment-object

http://en.wikipedia.org/wiki/ISO_8601

…LRMI continued.General Terms

These terms are important for terms used with learning resources but are also useful beyond just learning resources. They have no Schema.org equivalent.

useRightsUrl schema.org/URL

The URL where the owner specifies permissions for using the resource.•Ex:http://creativecommons.org/licenses/by/3.0/ Ex: “http://publisher.com/content-use-description“

isBasedOnUrl schema.org/URL

A resource that was used in the creation of this resource. This term can be repeated for multiple sources.•Ex: “http://example.com/great-multiplication-intro.html“

Already adequately expressed in Schema.org

These terms are important terms used with learning resources that are currently well covered by Schema.org

name schema.org/Text The title of the resource.

About schema.org/Text The subject of the content.

dateCreated schema.org/Date The date on which the resource was created.

author schema.org/Person The individual credited with the creation of the resource.

publisher schema.org/Organization The organization credited with publishing the resource.

inLanguage schema.org/Language The primary language of the resource.

genre schema.org/Text The type of media which is being described.

http://creativecommons.org/licenses/by/3.0/





http://publisher.com/content-use-description

http://example.com/great-multiplication-intro.html

Learning Resources: A comparison of 14 LORs:

• 14 out of 14 - Title, Subject, description, Learning object type, Authors or creator, Rights, although labels vary

• 13 out of 14 use identifier (URL) to uniquely point to the resource.

• 11 out of 14 - Technical Requirement • 10 out of 14 - Media Format, • 9 out 14 - Typical Learning Time and Interactivity Level, • 6 out of 14 - Interactivity Type and Difficulty Level • 3 out of 14 - Teaching Methods• 4 out of 14 - Aggregation Level

(Adapted from: http://blogs.tdl.org/lor/files/2009/02/thecb_metadatacomparison_lixu_10oct2007.pdf)

DescriptiveFeedback

& Scaffolding

Correlating data elements to the process

Variable Inputs: Instruction, Activities, Practice (variable inputs)

Learning ProgressionsCurriculum Current Learning GoalsCriteria for SuccessUnit & Lesson Plans

Formative Assessmentreal-time (during instruction) or near-real-time (e.g. daily) measurement of learner mastery of specific competencies

LearnerLearner Competencies(output less variable)

Formative FeedbackLoop

Determine the nature ofmisunderstandingand adjust

Standards

INPU

TS

OU

TPU

TS

reference

gap

in

unde

rsta

ndin

g

current statusevidence

+

-

Self/peer assessment& shared ownership

Assessment

AssessmentFamily

AssessmentForm

AssessmentItemResponse


CompetencySet



LearningStandardItemAssociation

PerformanceLevelPerson

SectionItem SubTestItem SubTestLearningStandardItem

SubTestScoreFormSection FormSubTest

RefGrade

AssessmentItem_LearningStandardItem Person Being Assessed

Person Administrating the Assessment (if applicable)

CEDS Formative Assessment Process Entities and Relationships

ASSESSMENT DEFINITION

COMPETENCIES & LEARNING PROGRESSIONS

Assessment Results,Progress Evaluation,Descriptive Feedback

(new)

(new)

(new)

(new)


Person Proctoring theAssessment (if applicable)


(new)

Assignment, Achievement, and Evidence of Learning

Person Who Assigned theAssessment (if

ASSESSMENT DELIVERY & SCORING / EVALUATION

Achievement

LearningGoal

(new)

ItemCharacteristic

ItemPossibleResponse

RefItemRubric

AssessmentItem

LearnerAssignment

LearnerAction

LearnerAssignment_LearningResourceLearningResource

AssessmentAdministration

AssessmentRegistration

Assessment Form assigned

(new) (new) (new)

(new)

Formative Assessment Process Data Entities and Relationships

For more information,

visit:

http://ceds.ed.gov

CONTACTS:

Nancy [email protected]

Lee [email protected]

David [email protected]

Jim [email protected]

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