Teachers have access to more data than ever before, including summative (state-level), interim (benchmark-level), and formative (classroom-level) data. Yet research on how often and why teachers use each type of data is scarce. The Nebraska Department of Education partnered with the Regional Educational Laboratory Central to conduct a study of…

Teachers have access to more data than ever before, including summative (state-level), interim (benchmarklevel), and formative (classroom-level) data. Yet research on how often and why teachers use each type of data is scarce. The Nebraska Department of Education partnered with the Regional Educational Laboratory Central to conduct a study of…

Teachers have access to more data than ever before, but comparative research on how often and why teachers use different types of data is scarce. The Nebraska Department of Education identifies summative (state-level), interim (benchmark-level), and formative (classroom-level) assessment data as key measures of student learning. The department…

This qualitative study explored private high school administrator and teacher perspectives on instructional strategies and rigor to improve Minnesota's college mathematic readiness. Data collection sources for the study included individual interviews, focus groups, and document review. The study produced four emergent themes from the data…

Program quality is an important topic for improving out-of-school time youth development programs. High levels of program quality may contribute to enhanced positive youth development outcomes. This paper explores aspects of program quality in the California 4-H Youth Development Program and its relationship to positive youth development outcomes.…

Since their introduction in the 1990s, explicit standards documents have pervaded higher education assessment--success likely linked to their compatibility with constructive alignment and quality assurance regimes. Researchers, however, criticise that such documents are based on a misconception of standards as explicit and absolute, when in fact…

In this commentary, Kathleen Scalise highlights some of the points made in Alonzo and Ke's 2016 article, "Taking Stock: Existing Resources for Assessing a New Vision of Science Learning" (EJ1122509) and applies her own work experience to take the discussion further. Alonzo and Ke outline important resources available in large-scale…

The use of internal assessment within GCSE qualifications has always aroused controversy, primarily because of concerns about the authorship of students' work. This has led to tighter controls and a reduction in its use over the last decade. The paper argues that the focus on the authentication of student work has neglected other aspects of…

Several national testing processes, involving the administration of standardised tests, are implemented widely worldwide to provide individual summative and formative assessment and/or monitor the quality of educational systems. The longitudinal national Programme for Functional Literacy (PfL) in Cyprus resembles a primarily formative testing…

Measuring innovation in education and understanding how it works is essential to improve the quality of the education sector. Monitoring systematically how pedagogical practices evolve would considerably increase the international education knowledge base. We need to examine whether, and how, practices are changing within classrooms and…

How do the benefits of higher education compare with its costs, and how does this comparison vary across individuals and institutions? These questions are fundamental to quantifying the productivity of the education sector. The studies in "Productivity in Higher Education" use rich and novel administrative data, modern econometric…

In 2002 the Council of the Great City Schools and its members set out to develop performance measures that could be used to improve business operations in urban public school districts. The Council launched the Performance Measurement and Benchmarking Project to achieve these objectives. The purposes of the project were to: (1) Establish a common…

In 2019, the Legislature passed Senate Bill 5082 (SB 5082), which directed the Office of Superintendent of Public Instruction (OSPI) to establish a Social Emotional Learning (SEL) Committee to build upon the work of the previous Social Emotional Learning Indicators (SELI) Workgroup. The purpose of the SEL Advisory Committee is to promote and…

Schools are increasingly turning towards restorative practices as a pathway to building schools with stronger relationships, justice, and equity. While effectiveness studies are increasing, too little attention is focused on evaluating implementation. This resources is for audiences who evaluate implementation of whole school restorative practices…

The "Standards for Educational and Psychological Testing" have served as a cornerstone for best practices in assessment. As the field evolves, so must these standards, with regular revisions ensuring they reflect current knowledge and practice. The National Council on Measurement in Education (NCME) conducted a survey to gather feedback…