Exploring learning progressions of form-4 physics students in Hong Kong using assessment for learning strategies

Abstract

An emerging concept of Learning Progressions (LPs) has been becoming popular amongst science educators and researchers (Alonzo & Steedle, 2009). LPs can fulfill the recommendations of increased focus on student’s learning in science, and has the potential to align the curriculum, instructions and assessments, which have been assigned a prime importance in the majority of educational reforms worldwide (CDC, 2001; NRC, 2007 & 2012). This study aims to explore the LPs of form 4 secondary school students in Hong Kong, for the concepts of force and motion (FM-LP) and Newton’s third law (N3-LP) simultaneously, using the Assessment for Learning (AfL) strategies. Force Concept Inventory (FCI) was polytomously scored using the FM-LP and N3-LP construct maps, and was used to measure the pre and post levels of LPs. AfL tasks were used to measure students’ intermediate growth of understanding, which were expected to provide intermediate paths of LPs, and were graded using the same FM-LP and N3-LP construct maps. Pre and post FCI responses were analyzed using the item response modeling based Rasch analysis, in order to detect students’ LPs. The results have indicated improved abilities for both the concepts. LPs could be mapped out successfully for the concept of Newton’s third law, with good internal structural construct validity, However, poor internal structural construct validity for the concepts of force and motion, suggested future studies with bigger sample size, and use of instruments specifically designed for measuring LPs. Moreover, findings suggested that students developed better conceptual understanding for concepts of Newton’s third law compared to the concepts of force and motion. Overall, students’ abilities significantly improved, and shifted towards the higher end of the continuum of the LPs.