Meg Guerreiro, PhD
Research Scientist
Meg Guerreiro’s previous career as a teacher in the School District of Philadelphia is the foundation for her work to make assessments equitable and accessible for all students. Her primary research interests include quantitative methodology within the context of educational measurement and assessment, understanding student experience through mixed methodology, and the impact of instructional technology on K-12 teaching and learning, specifically self-efficacy, cognitive engagement, and motivation for marginalized populations. In her current work, Dr. Guerreiro partners with schools and districts to explore and develop innovative approaches to assessment with the goal of removing barriers of access for all students.
Before working at NWEA, Dr. Guerreiro was an elementary and special education teacher and a special education administrator. In her previous work in product design, she led and developed projects including an augmented reality assessment to measure the Next Generation Science Standards, performance-based tasks to increase cognitive engagement in mathematics, peer-to-peer measures of collaborative problem solving using open text responses, and redesigned the traditional approach to measuring reading comprehension. She holds a PhD in Educational Methodology, Policy, and Leadership from the University of Oregon.
Publications by Meg Guerreiro
This study evaluates the effects of asking items throughout the passage (i.e., embedding items) to achieve a more precise measure of reading comprehension by removing barriers for students to demonstrate their understanding. Results showed a significant impact of embedding comprehension items within reading passages on the measurement of student achievement in comparison to answering items at the end of the passage.
Topics: Equity, Innovations in reporting & assessment, Reading & language arts
“No fun games”: Engagement effects of two gameful assessment prototypes
This study examines the impact of two “gameful assessment” prototypes on student engagement and teacher perceptions among 391 Grades 3–7 students and 14 teachers in one Midwestern and one Northwestern school.
Topics: School & test engagement, Innovations in reporting & assessment
Learning styles: Considerations for technology enhanced item design: Learning styles
Learning styles (LS) have been used for classifying students by their preferences relative to taking information in, processing it and demonstrating their ability in the context of education. This paper investigates the role of LS in K-12 education by considering the manner in which student LS are assessed and the extent to which they have informed K-12 instruction.
Topics: Empowering educators, Innovations in reporting & assessment
This dissertation for the University of Oregon examined the relationship between varying degrees of technology-enhancements applied in a mathematics performance task on the outcome of student cognitive engagement.
Topics: Math & STEM, School & test engagement
This manuscript reports results from two studies conducted during the development of KinderTEK, an iPad delivered kindergarten mathematics intervention, to determine the relationship between instructor-reported technology experience and intervention implementation, as measured by student use.
Are all biases bad? Collaborative grounded theory in developmental evaluation of education policy
