June 17, 2021
Evidence-based decision-making: A team effort toward achieving goals. Implementing evidence-based practices requires not only knowledge of various interventions and practices but also professional judgment in selecting and applying an intervention that best meets the needs of the child and the family. Previous work on decision-making in evidence-based practices has focused on describing evidence-based practices, how the identification of evidence-based practices has affected the field of education (and, specifically, special education), and strategies for implementing evidence-based practices. The next logical step is in addressing how practitioners might make decisions about how to select evidence-based practices that match strengths and needs as well as contexts for children.
Citation: McCollow, M. M., & Hoffman, H. H. (2020). Evidence-based decision-making: A team effort toward achieving goals. Young Exceptional Children, 23(1), 15-23.
June 17, 2021
A Cost Analysis of the Innovation–Decision Process of an Evidence-Based Practice in Schools. The translation of evidence-based practices (EBPs) to improve students’ social, emotional, behavioral, and academic out- comes into authentic school settings has posed significant challenges for both researchers and practitioners. Among the many barriers to the adoption and use of EBPs are their associated costs. This study presents a framework for integrating the diffusion of innovation theory into an economic evaluation utilizing a societal perspective, which affords the capturing of costs of all phases from adoption through implementation of EBPs for all stakeholders.
Citation: Barrett, C. A., Pas, E. T., & Johnson, S. L. (2020). A Cost Analysis of the Innovation–Decision Process of an Evidence-Based Practice in Schools. School Mental Health, 12(3), 638-649.
Link: A Cost Analysis of the Innovation–Decision Process of an Evidence-Based Practice in Schools
June 3, 2021
A substantial body of evidence is available to guide teacher preparation programs in developing a pre-service curriculum based on universal skills needed for success across settings, age ranges, and subjects being taught. These skills include instructional delivery, classroom management, formative assessment, and personal competencies (soft skills). Research tells us that better learning happens when teachers offer explicit instruction in which they select the learning area to be taught, set criteria for success, inform students of criteria, demonstrate the lesson through modeling, evaluate student learning, provide remedial opportunities, and offer closure after each lesson. Subject matter expertise is frequently identified as essential training for teachers, with substantial resources being allocated for such training. However, there is little research in support of emphasizing subject matter training, except for specialized training in reading, science, and mathematics. Time is better spent training new teachers to be fluent in universal skills. In its research and rating of teacher preparation programs, National Council of Teacher Quality (NCTQ) has found that many programs do not organize their curriculum around universal skills that evidence finds are essential to effective teacher preparation.
Citation: Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2021). Curriculum Content for Teacher Training Overview. Oakland, CA: The Wing Institute. https://www.winginstitute.org/pre-service-teacher-curriculum-content.
May 19, 2021
Standardized Testing and the Controversy Surrounding It. The purpose of this paper is to provide a general understanding of standardized testing as well as the current controversy surrounding it, particularly in the context of performance-based accountability systems. The overview addresses the following questions related to standardized testing:
- What do stakeholders need to understand about standardized testing?
- What is the history of standardized tests and how have the tests been used?
- What are the reasons for the current controversy over standardized testing?
Citation: Polster, P.P., Detrich, R., & States, J., (2021). Standardized Testing: The Controversy Surrounding It. Oakland, CA: The Wing Institute. https://www.winginstitute.org/student-standardized-tests.
May 18, 2021
Teachers’ Essential Guide to Formative Assessment. This article offers information on how to implement formative assessments that will enhance student performance. The author defines formative assessment and highlights the benefits a teacher can expect when effectively implementing ongoing progress monitoring in the classroom. Formative assessment is defined, tips summarized to guide teachers in selecting the proper assessment tool for the task, and practical techniques for educators to consider are included for how to maximize the effectiveness of formative assessments.
Citation: Knowles, J. (2020). Teachers’ Essential Guide to Formative Assessment.
May 18, 2021
Playing like you practice: Formative and Summative Techniques to Assess Student Learning. This chapter offers a practical review of formative and summative assessment techniques, the evidence for their effectiveness in the classroom, and provides concrete strategies and resources for a range of classroom contexts and formats. The formative assessment techniques can be incorporated into virtually any class, in-person or online. Each of these strategies are adaptable to many different course contexts and virtually any topic. The most common form of summative assessment is the multiple-choice exam. Beyond examinations, summative assessment can involve a wide range of projects and other written assignments. At the most complex and challenging end of the spectrum of summative assessment techniques, the portfolio involves a collection of artifacts of student learning organized around a particular learning outcome.
Citation: Beers, M. J. (2020). Formative and Summative Techniques to Assess Student Learning. High impact teaching for sport and exercise psychology educators.
May 17, 2021
For many teachers, the image of students sitting in silence filling out bubbles, computing mathematical equations, or writing timed essays causes an intensely negative reaction. Since the passage of the No Child Left Behind Act (NCLB) in 2002 and its 2015 update, the Every Student Succeeds Act (ESSA), every third through eighth grader in U.S. public schools now takes tests calibrated to state standards, with the aggregate results made public. In a study of the nation’s largest urban school districts, students took an average of 112 standardized tests between pre-K and grade 12. The pushback on high-stakes testing has also accelerated a national conversation about how students truly learn and retain information. This paper acknowledges the validity of teachers concerns, but discusses the need for well-designed classroom tests and quizzes and standardized exams.
Citation: Berwick, C. (2019). What Does the Research Say About Testing? Marin County, CA: Edutopia.
May 12, 2021
Back-to-school metrics: How to assess conditions for teaching and learning and to measure student progress during the COVID-19 pandemic. In response to the COVID-19 pandemic, the Regional Educational Laboratory (REL) Midwest is featuring a blog series addressing the many challenges that educators, caregivers, and students are facing. In this post, Susan Bowles Therriault, Ed.D., a managing researcher at the American Institutes for Research (AIR), describes school- and classroom-level metrics that administrators and teachers can use to assess teaching and learning conditions and measure student progress and engagement in a remote or hybrid learning setting.
Citation: Therriault, S. B. (2020). Back-to-school metrics: How to assess conditions for teaching and learning and to measure student progress during the COVID-19 pandemic. Regional Education Laboratory Program (REL).
May 12, 2021
Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. Formative assessment has the potential to support teaching and learning in the classroom. This study reviewed the literature on formative assessment to identify prerequisites for effective use of formative assessment by teachers. The results show that (1) knowledge and skills (e.g., data literacy), (2), psychological factors (e.g., social pressure), and (3) social factors (e.g., collaboration) influence the use of formative assessment. The prerequisites identified can inform professional development initiatives regarding formative assessment, as well as teacher education programs.
Citation: Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 101602.
May 12, 2021
Formative Assessment As A Tool To Enhance The Development Of Inquiry Skills In Science Education. Formative assessment (FA) is considered a powerful tool to enhance learning. However, there have been few studies addressing how the implementa- tion of FA influences the development of inquiry skills so far. This research intends to determine the efficacy of teaching using FA in the development of students’ inquiry skills.
Citation: Ganajová, M., Sotáková, I., Lukáč, S., Ješková, Z., Jurková, V., & Orosová, R. (2021). Formative Assessment As A Tool To Enhance The Development Of Inquiry Skills In Science Education. Journal of Baltic Science Education, 20(2), 204.