Assessment data can be an important tool for educators to inform instruction and support student learning. Our research seeks to improve reporting and support data-informed decision making.
What can educators do right now to address the potential learning shortfall from COVID-19 school closures in the fall and help students catch up? Here are seven recommendations.
The prevalence of parent-teacher interaction in developing countries and its effect on student outcomes
This study investigated the violation of local independence assumptions within unidimensional item response theory (IRT) models.
By: Guirong Li, Millie Lin, Chengfang Liu, Angela Johnson, Yanyan Li, Prashant Loyalka
Advancing educational quality in Rwanda: Improving teachers’ literacy pedagogy and print environments
This study investigates the impact of a teacher professional development (PD) program in rural Rwanda, part of a randomized controlled trial of Save the Children’s early literacy intervention, “Literacy Boost.”
By: Angela Johnson, Catherine Galloway, Elliot Friedlander, Claude Goldenberg
Beth Tarasawa and colleagues share research-based assessment practices that support classroom learning.
By: Beth Tarasawa
Topics: Empowering educators
Strategies from the Multnomah County Partnership for Education Research can help strengthen student-teacher relationships and improve student achievement.
By: Beth Tarasawa
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.
By: Deborah Adkins, Meg Guerreiro