ABSTRACT
In this chapter, the authors discuss their approach to domain analysis, articulating the importance of two critical concepts for their model: learning progressions and key literacy practices. They also discuss their approach to task analysis, which suggests particular task designs grounded in the structure of relevant key practices and learning progressions. The authors present an illustration of the approach using assessments of research skills, including descriptions of the domain analysis, task analysis, and sample task designs. They describes their vision for how such materials could be integrated into teachers’ formative assessment practice and the potential benefits that could result from using this cognitively based disciplinary approach. In the scenario-based Roman Meal task set, students participate in a historical research project in the context of an upcoming presentation at a school event called “Living History Day,” in which students work to recreate a day in the life of the Ancient Romans.
