| Abstract [eng] |
The research object is the role of the intra-individual progression model (IPM v1) in making students’ learning trajectories visible and informing pedagogical decision-making in X School. The aim is to demonstrate the analytical value that IPM v1 creates for interpreting learning progression and, through a reflexive process, to identify the trajectory for further model development (IPM v2 as a preliminary conceptual proposal). Methodologically, the study applies action research in X School, combining analysis of IPM-generated data (students’ trajectories, in-depth cases X and Y) with expert evaluation of IPM v1 using Greller and Drachsler’s learning analytics framework and reflexive text analysis. IPM v1 is defined as a function P(t) = {K(t), T(t), S(t)} that captures students’ competence level, learning pace, and progression stability in mathematics (5th–10th grade curriculum). The findings show that IPM v1 enables intra-individual interpretation of learning processes, distinguishing between different progression profiles (e.g., slow but stable growth, unstable spikes despite high grades) and supporting data-informed pedagogical decisions regarding goals, pace, and timing of interventions. Expert evaluation and reflexive analysis revealed three key limitations of IPM v1 – fungibility of points (lack of qualitative weighting), invisibility of the error layer, and the absence of a state / agency dimension capturing student self-regulation – which informed the design of IPM v2, extending the model to P(t) = {K(t), T(t), S(t), A(t), F(t)}. The study concludes that IPM v1, as an analytical framework developed in an action research context, provides added value for school practice, but its construct validity and reliability require further empirical investigation, outlined in the IPM v2 development trajectory. |
