[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-267821-105":59,"doc-detail-267821-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","what-can-we-learn-from-correct-answers-formative-assessment-with-learning-progressions","What Can We Learn from Correct Answers? - Formative Assessment with Learning Progressions","","Using research-based learning progressions, this article explains how teachers can analyze student strategies in classroom artifacts even when most students arrive at correct answers. It presents an approach to formative assessment developed through the Ongoing Assessment Project (OGAP), showing how educators can interpret evidence in student work to guide instruction. A second-grade example focuses on addition and subtraction of multidigit quantities and supports moving learners toward procedural fluency from conceptual understanding.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/what-can-we-learn-from-correct-answers-formative-assessment-with-learning-progressions/267821/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/what-can-we-learn-from-correct-answers-formative-assessment-with-learning-progressions/267821.png","ImageObject",300,407,{"name":92,"@type":93},"Berry Peter","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How can teachers use correct answers to uncover student learning needs?","Question",{"text":112,"@type":113},"By examining the strategies students used to reach correct answers, teachers can identify where students sit on a learning progression and what conceptual gaps or errors may still exist.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the role of learning progressions in formative assessment?",{"text":117,"@type":113},"Learning progressions provide levels of strategy development, helping teachers sort student work by evidence and then interpret underlying issues that require instructional attention.",{"name":119,"@type":110,"acceptedAnswer":120},"What instructional cycle does the article describe for ongoing formative assessment?",{"text":121,"@type":113},"The cycle includes teaching a lesson, administering formative assessment questions, analyzing evidence of student thinking, and planning next lessons based on that evidence.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},267821,1790175954,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},1374402524268,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","What Can We Learn from Correct Answers?  \nDig deeper into classroom artifacts using research-based learning progressions to enhance your analysis and response to student work, even when most students solve a problem correctly.  \nCaroline B . Ebby, Elizabeth T. Hulbert, and Nicole Fletcher  \nCREATIVEFIRE ( STUDENT); P IKA 1 1 1 ( SHAPES)/GETTY IMAGES  \nA  \nssessing student learning traditionally involves determining whether students can solve a certain percentage of prob-  \nlems correctly, under the assumption that this achievement indicates they have the knowledge and understanding they need to progress to new topics. In this article, we explore what teachers can learn from looking closely at student strategies, even when most students in the class obtain the correct answer. The strategies that students use to solve a problem can be quite revealing for making instructional decisions. As teachers, coaches, and teacher educators associated with the Ongoing Assessment Project (OGAP), we have been engaging in an approach to formative assessment that draws on research about student learning to analyze evidence in student work to inform instruction. Through an example from a secondgrade classroom, we explore how this approach helps teachers target diverse student needs  \nto move all students forward toward building procedural fluency from conceptual understanding (NCTM 2014) .  \nFormative assessment informed by learning trajectories  \nKate Severini is a second-grade teacher who uses formative assessment on a regular basis to guide and improve her instruction. Teachers in her large urban district have been using the OGAP formative assessment system to enhance the use of their math program in relation to core content at each grade level. This meant that Severini and her colleagues were giving open-ended formative assessment problems as exit slips about two times per week and analyzing students’ thinking to guide future instruction and deepen student understanding in relation to a progression that identifies levels of student strategies moving from least sophisticated to flexible and efficient (Hulbert and Ebby 2017) .  \nVol. 25, No. 6 | teaching children mathematics • April 2019 347  \nCopyright © 2019 The National Council of Teachers of Mathematics, [Inc. www.nctm.org](Inc. www.nctm.org).  \nAll rights reserved. This material may not be copied or distributed electronically or in any other format without written permission from NCTM.  \n\n| \u003Cbr>TABLE 1 | Student strategies for addition and subtraction of multidigit quantities move from counting strategies toward flexible and efficient strategies that are based on numerical reasoning.\u003Cbr>A progression of strategies for addition and subtraction of multidigit quantities (Hulbert and Ebby 2017)\u003Cbr>\u003Cbr>Level of strategy\u003Cbr>Early counting\u003Cbr>Counting\u003Cbr>Early transitional\u003Cbr>Transitional\u003Cbr>Additive\u003Cbr>\u003Cbr>Examples\u003Cbr>Directly modeling the problem situation and counting all by ones\u003Cbr>Counting up or back from one quantity by ones, mentally or with a model (e.g., counting with fingers or jumping by oneson a number line)\u003Cbr>Adding or subtracting by increments often, with or without a model (e.g, baseten models, number lines, or ten-frames) .\u003Cbr>Efficient use of a visual model to add or subtract (e.g., jumping by multiples often on a number line or using number bonds to decompose and recompose)\u003Cbr>Efficient use of standard, alternative, or invented algorithms or strategies that involve decomposition and recomposition by tens and ones and/or the use of properties of operations. |\n| --- | --- |\n\n\n| \u003Cbr>F IGURE 1 | The team sorted student work into three stacks. This work has evidence of an additive solution strategy.\u003Cbr>|\n| --- | --- |\n\nThe learning progression is based on research about the development of additive reasoning and also provides instructional guidance. Table 1 summarizes how student strategies for addition and subtraction of multidigit quantities move from counting strategies toward fl","cbCaii6pUxhlgXw7","https://ap.wps.com/l/cbCaii6pUxhlgXw7","pdf",556693,"English","# Assessing student learning beyond correct answers\n## Formative assessment informed by learning trajectories\n## Using a learning progression for addition and subtraction\n## Analyzing evidence and planning next lessons","[{\"question\":\"How can teachers use correct answers to uncover student learning needs?\",\"answer\":\"By examining the strategies students used to reach correct answers, teachers can identify where students sit on a learning progression and what conceptual gaps or errors may still exist.\"},{\"question\":\"What is the role of learning progressions in formative assessment?\",\"answer\":\"Learning progressions provide levels of strategy development, helping teachers sort student work by evidence and then interpret underlying issues that require instructional attention.\"},{\"question\":\"What instructional cycle does the article describe for ongoing formative assessment?\",\"answer\":\"The cycle includes teaching a lesson, administering formative assessment questions, analyzing evidence of student thinking, and planning next lessons based on that evidence.\"}]","What Can We Learn from Correct Answers? - Formative Assessment with Learning Progressions | PDF",1789425561,18]