Promoting development

There is a vast literature exploring ways to promote development. Much of this literature focuses on speeding up development, some of it focuses on optimizing development. Although both approaches are intended to support development, there is evidence that approaches focused on optimizing development are likely to do a better job. This is because development involves two intertwined processes, differentiation (broadening and deepening knowledge) and integration. In plain(er) English, you get more adequate integrations at each level if you accomplish rich differentiation at the prior level.

When we code an assessment, we pay close attention to the degree to which the test-taker elaborates each of the sub-skills it targets. In our personal feedback, we note areas of strength and areas that appear to require further growth. The basic idea is to bring all of the sub-skills up to an optimal level of elaboration to support the emergence of next-level integrations.

Most of the readings we suggest are targeted one to two phases (1/4 to 1/2 of a level) above the level of a given performance. This practice has been shown to provide the ideal level of challenge (scaffolding) for optimal growth. We also suggest activities like engaging in discourse with peers, journaling, cultivating a habit of reflection, and improving metacognitive skills, all of which provide support for growth.

We do not teach people to think at higher levels. Higher levels of performance emerge when knowledge is adequately elaborated and the environment supports higher levels of thinking and performance. We focus on helping people to think better at their current level and challenging them to elaborate their current knowledge and skills—including the not-so-sexy nuts-and-bolts knowledge required for success in any context.

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About measurement

The story of how measurement permits scientific advance can be illustrated through any number of examples. One such example is the measurement of temperature and its effects on our understanding of the molecular structure of lead and other elemental substances.

The tale begins with an assortment of semi-mythical early scientists, who agreed in their observations that lead only melts when it is very hot—much hotter than the temperature at which ice melts, and quite a bit cooler than the temperature at which iron melts. These observations, made repeatedly, resulted in the hypothesis that lead melts at a particular temperature.

To test this theory it was necessary to develop a standard for measuring temperature. A variety of early thermometers were developed and implemented. Partly because these early temperature-measuring devices were poorly calibrated, and partly because different temperature-measuring devices employed different scales, the temperature at which lead melted seemed to vary from device to device and context to context.

Scientists divided into a number of ‘camps’. One group argued that there were multiple pathways toward melting, which explained why the melting seemed to occur at different temperatures. Another group argued that the melting of lead could not be understood apart from the context in which the melting occurs. Only when a measure of temperature had been adequately developed and widely accepted did it become possible to observe that lead consistently melts at about 327º C.

Armed with this knowledge, scientists asked what it is about lead that causes it to melt at this particular temperature. They then developed hypotheses about the factors contributing to this phenomenon, observing that changes in altitude or air pressure seemed to result in small differences in its melting temperature. So, context did seem to play a role! In order to observe these differences more accurately, the measurement of temperature was further refined. The resulting observations provided information that ultimately contributed to an understanding of lead’s and other elements’ molecular structure.

While parts of this story are fictional, it is true that the thermometer has greatly contributed to our understanding of the properties of lead. Interestingly, the thermometer, like all other measures, emerged from what were originally qualitative observations about the effects of different amounts of heat that were quantified over time. The value of the thermometer, as we all know, extends far beyond its use as a measure of the melting temperature of lead. The thermometer is a measure of temperature in general, meaning that it can be employed to measure temperature in an almost limitless range of substances and contexts. It is this generality, in the end, that makes it possible to investigate the impact of context on the melting temperature of a substance, or to compare the relative melting temperatures of a range of elemental substances. This generality (or context-independence) is one of the primary features of a good measure.

Good measurement requires (1) the identification of a unidimensional, content and context-independent trait (temperature, length, time); (2) a system for assessing the amount of the trait; (3) determinations of the reliability and validity of the assessments; and finally (4) the calibration of a measure. A good thermometer has all of the qualities of a good measure. It is a well-calibrated instrument that can be employed to accurately and reliably measure a general, unidimensional trait across a wide range of contexts.

It was this perspective on measurement that first inspired me to try to find a good general measure of the developmental dimension. To read more about how this way of thinking relates to the Lectical Assessment System (LAS), read About Measurement on the DTS site. Pay special attention to the list of things we can do with the LAS.

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What is a developmental assessment?

A developmental assessment is a test of knowledge and thinking that is based on extensive research into how students come to learn specific concepts and skills over time. All good developmental assessments require test-takers to show their thinking by making written or oral arguments in support of their judgments. Developmental assessments are less concerned about “right” answers and more concerned with how students use their knowledge and thinking skills to solve problems. A good developmental assessment should be educative in the sense that taking it is a learning experience in its own right, and each score is accompanied by feedback that tells students what they are most likely to benefit from learning next.

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