Yöntem Karşılaştırma

	Wright Map Analysis	Learning Progressions Analysis
Alan	Education	Education
Aile	Latent structure	Process / pipeline
Köken yılı	2005	2009
Köken	Benjamin Wright (Rasch measurement); construct-mapping framing by Mark Wilson	Science and mathematics education research (Corcoran, Mosher, Rogat; Wilson; Clements & Sarama)
Tür	Graphical display aligning person abilities and item difficulties on one scale	Empirically grounded ordered description of how understanding develops over time
Seminal kaynak	Wilson, M. (2005). Constructing Measures: An Item Response Modeling Approach. Lawrence Erlbaum Associates. ISBN: 9780805847857	Corcoran, T., Mosher, F. A., & Rogat, A. (2009). Learning Progressions in Science: An Evidence-Based Approach to Reform (CPRE Research Report RR-63). Consortium for Policy Research in Education.
Diğer adlar	Item-Person Map, Item Map, Construct Map (Rasch), Variable Map	Learning Trajectories, Progress Variables, Learning Progression Validation, Construct Maps
İlişkili	4	4
Özet	A Wright map (item-person map) is the signature graphical output of Rasch measurement: it places persons and items on the same vertical scale, with examinee abilities on one side and item difficulties on the other, both in logits. Because a person succeeds on an item with probability one-half when their ability equals the item's difficulty, this shared scaling lets analysts see at a glance how well a test is targeted to its examinees, what the items reveal about the construct's order, and where measurement is sparse. Named for Benjamin Wright and central to Mark Wilson's construct-mapping approach, it is a primary tool for interpreting and validating measures.	Learning progressions analysis is a methodology for describing and validating the typical paths by which students' understanding of a core concept grows more sophisticated over time. A learning progression hypothesizes an ordered sequence of increasingly advanced ways of thinking — from naive ideas to expert understanding — and then tests that ordering against evidence of how students actually reason. Prominent in science and mathematics education, it links a theory of the domain, the design of assessment tasks, and a measurement model into a coherent description of conceptual development.