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Practical Measures in Service of Instructional Improvement: Attending to Issues of Rigor
Mon, April 16, 2:15 to 3:45pm, New York Hilton Midtown, Floor: Third Floor, Rendezvous TrianonSession Type: Roundtable Session
Abstract
Efforts to improve the quality of instruction at scale require sound measures to assess whether instructional changes are occurring and whether they are improvements (Bryk et al., 2015). Practical measures provide practitioners with frequent, rapid feedback that enables them to assess whether changes are indeed improvements; and to adjust their practices during implementation. They differ from research measures, which tend to be time consuming, and thus difficult to use on a frequent basis. This symposium aims to surface issues of rigor in the design and use of practical measures. Questions include: How have projects attended to issues of rigor in the design and use of practical measures? To what extent do traditional criteria for measures make sense for practical measures?
Sub Unit
Chair
Papers
Practical Measures in Educational Improvement: Overview and the Student Agency Improvement Community Case - Sola Takahashi, WestEd; Jon Norman, Carnegie Foundation for the Advancement of Teaching
Design and Implementation of a Practical Measure Focused on the Quality of Discussion in Mathematics Classrooms - Marsha M. Ing, University of California - Riverside; Kara J. Jackson, University of Washington - Seattle; Paul A. Cobb, Vanderbilt University; Erin Craig Henrick, Vanderbilt University; Nicholas M. Kochmanski, Vanderbilt University - Peabody College; Hannah Nieman, University of Washington; Thomas M. Smith, University of California - Riverside; June Ahn, New York University; Anna-Lena Stift, University of California - Riverside; Daniela Kruel DiGiacomo, University of California - Riverside; Maria Hays, University of Washington - Seattle
In Search of Powerful Predictors in Practical Measurement: Student Experience of Coherence in Science Instruction - William R. Penuel, University of Colorado - Boulder; Katie Van Horne, University of Colorado - Boulder