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.
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
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
Karen Rambo-Hernandez shares insights from her work exploring how schools and districts can improve opportunities for students by changing the reference group for identifying gifted students.
By: Beth Tarasawa
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.
By: Teresa Ketelsen, Beth Tarasawa
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.
By: Brooke Mabry, John Cronin
In this guest blog on the National Center for the Improvement of Educational Assessment’s CenterLine, the authors share their perspective on how states, districts, and schools should consider using assessment to support instruction when school begins again in the fall.
By: Patrick Meyer
The MAP Growth Goal Explorer is designed to support and simplify the goal-setting process by showing a range of possible fall-to-spring growth goals against the backdrop of important academic benchmarks.
By: Dave Moyer