To realize the full potential of through-year assessments, it is necessary to develop models and measures that can provide information about the student progress throughout the year, predict end-of-year achievement, and be sensitive to intervention and individual student differences. Towards this goal, the Louisiana Department of Education (LDOE) will partner with Carnegie Mellon University experts in student learning models and measurement of learning, Dr. Paulo Carvalho and Dr. Ken Koedinger to develop an initial series of models. Together, they will recruit a postdoc with relevant expertise to work directly with LDOE using existing data and assessments to develop and validate the models under the supervision of Drs. Carvalho and Koedinger.
The project aims to evaluate whether teachers in the pilot program are making the expected instructional shifts in classrooms and how these shifts compare to those in non-pilot classrooms. It will also assess if these shifts lead to improved student learning. Additionally, the project will examine if the innovative assessment design helps all students, particularly disadvantaged subgroups, demonstrate their knowledge and skills. It will also look into how teachers and administrators use score reports and whether their use aligns with the intended purpose. The evaluation will employ both quantitative and qualitative methods, utilizing state-level data and potentially involving teachers, students, parents, and leaders. The specific methods and operationalization of the research questions will be defined in collaboration with LDOE and its partners.
The state of South Carolina seeks to create a first of its kind, best in class research and policy analysis database, and execute a corresponding research and policy analysis agenda. Leveraging the technology and infrastructure of Ed-Fi, the database will house annual and midyear data to understand key elements of the student experience (e.g., enrollment, demographics, program participation, course-taking) and student outcomes (e.g., grades, test scores, attendance, retention, graduation).
This project utilizes comprehensive student-level data from multiple school years in South Carolina to explore the marginal contributions of various interim assessments in predicting student performance levels and gains on end-of-year state summative tests, given students #39; test history. Additionally, it examines how the availability of past performance data influences the role of interim assessments in forecasting end-of-year outcomes. The findings from this research will provide valuable insights for state educators and policymakers, helping them understand the appropriate and inappropriate uses of interim assessments to measure and predict student learning. Moreover, it emphasizes the importance of using multiple measures to accurately assess and report student progress in alignment with state standards.
The IES SEL project consists of multiple studies related to the measurement, improvement, and use of the SEL survey instrument to ultimately understand the impacts of COVID-19 on student SEL, and further examine relationships between pandemic learning recovery and student social- emotional skills. The goal of the study is to support recovery efforts for underrepresented student groups who were disproportionately affected by COVID. An innovative component of the new CORE approach to SEL is to allow districts to use both SEL constructs and items common to all districts, and constructs and items that are selected by and aligned with specific district priorities. One approach to implementing this is to ultimately build an item bank or hub that is supported by rigorous psychometric methods and thus facilitates measurement of SEL on a common CORE-wide (and eventually, perhaps, national) scale. The project will also develop a suite of resources to facilitate the use of SEL measures in both practice and research.
The CORE Districts are a consortium of nine California school districts, including Fresno, Garden Grove, Long Beach, Los Angeles, Oakland, Sacramento, San Francisco, San Joes, and Santa Ana. Together, they encompass around 1,800 schools and serve over 1 million students. CORE Districts use a unique multiple-measures data system to collaborate and drive improvements in student outcomes. More than one-third of the students are English learners, two-thirds are Latinx, and three-quarters come from economically disadvantaged backgrounds. CORE has been a leader in pioneering the measurement and use of both academic outcomes and social-emotional learning (SEL) to enhance student success.
The Massachusetts Consortium for Innovative Education Assessment (MCIEA) is a partnership of eight public school districts and their local teacher unions, joined together to create a fair and effective accountability system that offers a dynamic picture of student learning and school quality. MCIEA seeks to increase achievement for all students, close prevailing opportunity gaps among subgroups, and all young people for college, career, and life.
The Education Commonwealth Project (ECP) works to challenge and expand the way student learning and school quality are assessed, advancing an approach to measurement and accountability that is valid, democratic, and equitable. ECP supports schools and communities with free and open-source tools, and broadly seeks to foster state- and national-level change.
The Education Commonwealth Project (ECP) works to challenge and expand the way student learning and school quality are assessed, advancing an approach to measurement and accountability that is valid, democratic, and equitable. ECP supports schools and communities with free and open-source tools, and broadly seeks to foster state- and national-level change.
In Louisiana, the project aims to enhance the state’s educational assessment system through the implementation of MasteryGuide. Partnering with the Louisiana Department of Education (LDOE), New Meridian is piloting this through-year assessment system with 3,287 students in grades 3, 5, 6, and 7. The project will expand in the 2024-25 school year to include more grades and students, reflecting a commitment to broadening the impact of this innovative assessment approach. MasteryGuide provides timely, actionable data to educators, enabling them to make informed instructional decisions that can improve student performance. The system’s design includes short, modular tests called “testlets” that align with classroom instruction, ensuring coherence and relevance.
This approach supports educators in adapting their teaching strategies to better meet the needs of their students. The fellowship associated with this project will support efficacy research to evaluate the impact of these assessments. This research will focus on understanding how through-year assessments influence educator attitudes and behaviors, as well as their effectiveness in promoting student academic outcomes. The findings will guide the development of educator resources and professional development programs, ensuring that teachers are well-equipped to use the data provided by MasteryGuide effectively.
New Meridian is collaborating with the Montana Office of Public Instruction (OPI) to transform statewide assessments and support teaching and learning. The MasteryGuide through-year assessment system is being implemented to provide frequent, timely data that aids instructional decision-making and produces an end-of-year summative score. This system is designed to be both curriculum-agnostic and aligned with classroom instruction, offering flexibility in administration throughout the year.
This involves collecting evidence to evaluate the formative value of through-year score reports for students and teachers. The goal is to ensure that the data provided by MasteryGuide is actionable and supports educators in adapting and personalizing instruction to meet the needs of their students.
This initiative will impact over 20,600 students in grades 3-8, helping educators to better understand and respond to student learning needs. By providing more timely and relevant data, the project aims to improve student outcomes and support continuous improvement in education. The recent federal approval of Montana’s Field-Test Flexibility waiver will allow for the statewide implementation of MasteryGuide in the 2024-25 school year, marking a significant step forward in educational assessment in Montana.
In partnering with the New Jersey Department of Education, New Meridian piloted The MasteryGuide in collaboration with local school districts. Currently, 450 students in grades 6-8 and 250 students in grades 3-8 are participating in the pilot. The project aims to transform the assessment landscape by providing more timely and actionable data to support classroom instruction. The fellowship will focus on conducting efficacy research to validate the benefits of through-year assessments. This research will investigate how these assessments impact student outcomes and educator practices, providing valuable insights into their effectiveness. The goal is to develop resources and strategies that help educators use the data from The MasteryGuide to improve their teaching and support student learning.
The project also aims to expand the pilot to additional districts and grades in the coming years, enhancing the overall educational experience for students and teachers in New Jersey. By providing more relevant and timely data, The MasteryGuide supports a more responsive and adaptive approach to education, helping to ensure that all students have the opportunity to succeed.
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