ASSET Program Overview

• In Event: Building a Rigorous Validity Argument While Integrating University Policies and Procedures

Abstract

The first presenter will set the context for the online competency-based professional development program. This vital for understanding the validity argument because it establishes the inferences we wish to draw from the various assessment components of the system. The program is focused on increasing the availability of high-quality teacher professional development in elementary mathematics for Appalachian teachers as a method of improving mathematics instruction in the area. The program’s approach synthesizes the most effective aspects of multiple innovative teaching and training models. Building upon fundamental and prior research across multiple relevant fields, the program’s approach is informed by the following conceptual framework: 1) competency-based education; 2) learning sciences; 3) learning analytics; and 4) simulation-based and gamified learning. The four components of a conceptual framework also provide a research structure that serves as a guide for replication. In addition to this close alignment to conceptual framework outlined above, the professional development program is mapped to the seven pillars for effective professional development detailed by the Learning Policy Institute in 2017. The program’s content is also deeply integrated and synthesized with the recommendations from rigorous research including the Institute of Educational Sciences (IES) What Works Clearinghouse (WWC) Practice Guides to identify all competencies and objectives for the micro-credentials. This alignment with the IES WWC practice guides, and other bodies of efficacy research, magnify the use of research-based evidence in our implementation.

Key validity concerns for the program include:
• defining objectives based on learning sciences to substantively improve instructional practice in mathematics,
• selection and presentation of the content to best meet the program objectives,
• ensuring content is aligned to program objectives,
• ensuring assessments are aligned with program objectives,
• ensuring assessments yield interpretable results,
• establishing thresholds for earning badges and micro-credentials.

Author

• Matt Dunleavy, Radford University