This systematic review examined evidence of the utility of learning progression (LP)–based assessments to inform teaching and student learning in classroom contexts. Fifty-nine studies met inclusion criteria and were analyzed against four research questions. Evidence highlighted their potential for supporting judgments about learning, informing instructional and learning decisions, and improving teacher learning and development. Although 23 studies measured student achievement, reporting positive overall effects, only 6 adopted the experimental designs necessary for causal claims. Using LP-based assessment for formative purposes was well supported. Limited evidence was found regarding summative and accountability uses. Findings show that LP-based assessment design and use requires trade-offs relating to standardization and scale. Teachers need opportunities for negotiation when making judgments and integrating LP-based assessments into existing curriculum and policy contexts. Future research should examine student use of LP assessments and find a balance between standardization and customization to meet the needs of diverse learners and local contexts.

该系统评价检查了基于学习进展 (LP) 的评估在课堂环境中为教学和学生学习提供信息的效用的证据。59 项研究符合纳入标准，并针对四个研究问题进行了分析。证据强调了它们在支持关于学习的判断、为教学和学习决策提供信息以及改善教师学习和发展方面的潜力。尽管 23 项研究测量了学生的成绩，报告了积极的总体影响，但只有 6 项采用了因果声明所必需的实验设计。为形成目的使用基于 LP 的评估得到了很好的支持。关于总结性和问责性使用的证据有限。研究结果表明，基于 LP 的评估设计和使用需要在标准化和规模方面进行权衡。在做出判断并将基于 LP 的评估整合到现有课程和政策环境中时，教师需要进行谈判的机会。未来的研究应该检查学生对 LP 评估的使用，并在标准化和定制之间找到平衡，以满足不同学习者和当地环境的需求。