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Juan D’Brot

Interim Assessment program evaluation Education Public Health COVID-19 Response Assessment Accountability

Program Evaluations under COVID-19

A Guest Post by the Joint Committee on Standards for Educational Evaluation

Juan D’Brot and the Center are pleased to host this post prepared by Juan with contributions from his colleagues on the Joint Committee on Standards for Educational Evaluation: Brad Watts, Julie Morrison, and Jennifer Merriman. The JCSEE's mission is to develop and promote standards for conducting high-quality evaluations through the use of the Program Evaluation Standards.

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Student Assessment Assessment Data Student Performance State Testing Online Learning Knowledge Gaps COVID-19 Response

How Can We Continue Monitoring  Student Performance When We’re Losing Large-Scale Assessment Data? 

Focusing on Assessment Purposes and Uses to Identify Potential Sources of Instructional Information 

As seen by our growing list of recent CenterLine posts, professionals at the Center for Assessment are actively thinking about how to approach the loss of large-scale assessment and accountability data for this school year and its impact on monitoring student performance: 

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Educational Assessment School Disruption COVID-19 Response

COVID-19: In Search of Continuity of Student Learning After Extended School Closures

Looking Beyond Large-Scale Assessment for Valuable Information to Support Schools, Teachers, and Students

I have been uplifted by the dialogue that is occurring across the country as we deal with truly unprecedented extended school closures and minimized services to families and students. I consistently hear state education leaders focus on the need to provide support to families and their children to ensure they are safe, healthy, fed, and continue learning; which requires continuous flexibility and identifying innovative approaches to how services are provided. 

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Evaluation Educational Measurement Assessment Accountability

Connecting Measurement, Research, and Evaluation 

An Educational Perspective 

Last fall, Senior Associate Juan D’Brot was elected to the executive committee of the Joint Committee on Standards for Educational Evaluation, formed in 1975 as a coalition of professional associations in the United States and Canada concerned with the quality of evaluation practice. 

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Educational Assessment Accountability logic models Assessment

Is Our Work in Educational Assessment and Accountability Helping to Improve Student Learning and the Student Experience?

Applying Maslow’s Hierarchy of Needs to Work Through Career-Life Crises and Better Understand What Actions Support Student Outcomes

As 2019 drew to a close I had the chance to reflect on the conversations I've had with many of my colleagues throughout the year, and one topic of conversation that sticks out to me is frustration about the minimal value-add of work focused on large scale assessment and state-level accountability systems to the student experience. 

Developing a Better Understanding the Role of Assessment and Accountability in Improving Student Outcomes

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educational accountability program evaluation ESSA

The Best Things Come in Threes: Evaluating the Utility of Educational Accountability Systems

Focusing on the Link Between Accountability Identification and Improvement Using a Three-Step Approach

Depending on your slant, you probably have a favorite among the many sayings around the kinds of things that come in threes. Some people focus on the belief that tragedies occur in threes. I prefer to focus on how some of the best things come in threes:

  1. Freud’s id, ego, and superego
  2. The three books in Tolkien’s Lord of the Rings series
  3. The 90s hit teen pop sensation Hanson 

Okay, some might argue with the three Hanson brothers – how about The Jimi Hendrix Experience instead? 

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Assessment Accountability

Theories of Action Aren’t Enough: An Argument for Logic Models

A Practical Application of the Need to Fill the Gap Between a Theory of Action and the Implementation and Evaluation of a New Program or System

If you've ever worked with someone from the Center, been in a Center staff meeting, or even had dinner with someone from the Center, you know that we refer to Theories of Action incessantly. It may sound wonky and weedy (and it is), but there's a reason why we value it so much. That's because a theory of action (TOA) can help us clarify what we truly believe should happen if a program or system is implemented. 

Defining a Theory of Action to Help Guide Longer-Term Goals

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Assessment RILS

Stuck in the Middle With Interim Assessments

Improving the Selection, Use, and Evaluation of Interim Assessments

How do you select an interim assessment that will meet your specific goals and needs?  

What assessment characteristics are necessary to support a particular test use, and what evidence of quality should be evaluated to determine whether that use is supported? 

How do you know if educators and schools are appropriately interpreting and using assessment results? 

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The Need for Program Evaluation to Support Accountability Implementation

How Summer Grilling Illustrates the Differences Between Formative and Summative Evaluation

When I last discussed the need for program evaluation to support accountability implementation, I used the unwelcome issue of car trouble to frame the need for evaluation when designing, developing, and implementing accountability systems. Now, with temperatures dropping as we move through fall, I want to reference a pleasing summer activity–outdoor grilling–to differentiate between formative and summative evaluation. 

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The Burden of Proof: A Call for Validation Plans and Evidence in Educational Programs

Why Evaluation of Educational System Designs is Critical to Measuring Effectiveness and Results

Educational policy makers, program designers, and intervention developers typically identify a problem and propose a solution to that problem. Likely, they have a lot of experience and expertise that informs the design of the solution to that problem–but how do they know the assessment design achieved the intended outcomes? 

When it comes to educational assessment systems, we should be asking ourselves two key questions: 

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