This book focuses on practical uses of assessment in education and provides resources and strategies for teachers, administrators, and other educational leaders who strive toward data-informed instruction that balances the use of assessment to address opportunity gaps.

How can leaders in education better understand and address opportunity gaps in course-taking? District administrators in Gresham-Barlow School District (GBSD), just outside Portland, Oregon, took a data-driven approach.

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.”

This study investigated the violation of local independence assumptions within unidimensional item response theory (IRT) models.

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.

Evidence that suggests principals’ knowledge and skills in relation to assessment leadership—such as incorporating professional development, use of assessment data in classroom planning, and nurturing professional collaboration on matters of student achievement and instruction—are of fundamental importance to building assessment literacy among their teachers.

This article details the early kindergarten transition (EKT) program evaluation study conducted by a university–district partnership, as well as testimony from district leadership on the utility of the research deliverables and the longterm benefits of the research collaboration.