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Paper presented at the Learning Progressions in Science LeaPS Conference June 2009 Iowa City IA THE STRUCTURED CONSTRUCTS MODEL SCM A FAMILY OF STATISTICAL MODELS RELATED TO LEARNING PROGRESSIONS This paper describes a family of statistical models fashioned to embody some of the underlying conceptualizations that have gone into the work of the BEAR Center in the development of learning progressions The core of all of these developments has been the construct map which is the first building block in the BEAR Assessment System BAS After introducing the concept of a learning progression the paper summarizes the elements of the BAS emphasizing the central concept of a construct map The paper then focuses on one of the more complex ways to see the relationship between a set of construct maps and a learning progression see Wilson in press for the full set Here the paper uses an example based on the Atomic Molecular Model in middle school science This provides the context for the development of the Structured Constructs Model A simple example of an SCM is given in some detail The paper then discusses some strengths and limitations of this conceptualization and suggests further elaborations of the ideas Mark Wilson University of California Berkeley INTRODUCTION The concept of a learning progression is one that is still developing at the current time However it is really just the latest step in the growth of a much older set of ideas consistencies in the development of students as they grow in cognitive sophistication Developing assessment to measure a person s growth in a learning progression is crucial In this paper a family of statistical models is described which is seen as fundamentally important to the delineation of the measurement basis for a learning progression We contextualize this development within the scope of one particular approach to measurement called the BEAR Assessment System BAS Wilson 2005 Wilson Sloane 2000 is used as a lens through which to portray a



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