Education Drivers

Formative Assessment

Effective ongoing assessment, referred to in the education literature as formative assessment or progress monitoring, is indispensable in promoting teacher and student success. Feedback through formative assessment is ranked at or near the top of practices known to significantly raise student achievement. For decades, formative assessment has been found to be effective in clinical settings and, more important, in typical classroom settings. Formative assessment produces substantial results at a cost significantly below that of other popular school reform initiatives such as smaller class size, charter schools, accountability, and school vouchers. It also serves as a practical diagnostic tool available to all teachers. A core component of formal and informal assessment procedures, formative assessment allows teachers to quickly determine if individual students are progressing at acceptable rates and provides insight into where and how to modify and adapt lessons, with the goal of making sure that students do not fall behind.

Publications

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Teaching Functional Life Skills to Children with Developmental Disabilities

In this chapter we describe systematic instructional practices that are necessary for individuals with disabilities to benefit from educational services.

Detrich, R., & Higbee, T. S. (2009). Teaching Functional Life Skills to Children with Developmental Disabilities. Practical Handbook of School Psychology: Effective Practices for the 21st Century, 371.

Using Performance Feedback to Improve Teacher Effectiveness

This paper examines intervention and instruction failures and describe concrete steps that implementers can take to improve the results of their instruction and intervention in classrooms.

VanDerHeyden, A. (2013). Are We Making the Differences That Matter in Education? In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 119-138). Oakland, CA: The Wing Institute.

 

Data Mining

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SYNOPSIS
CITATION
How does class size reduction measure up to other common educational interventions in a cost-benefit analysis?
This analysis examined the cost effectiveness of research from Stuart Yeh on common sturctural interventions in education. Additionally, The Wing Institute analyzes class-size reduction using Yeh's methods.
States, J. (2009). How does class size reduction measure up to other common educational interventions in a cost-benefit analysis? Retrieved from how-does-class-size.
What are the critical influences in a classroom that result in improved student performance?
The analysis examines direct influences tht have the greatest impact on student performance. 28 categories were distilled by combining the effect size along professional judgment of educational experts.
States, J. (2010). What are the critical influences in a classroom that result in improved student performance? Retrieved from what-are-critical-influences808.
What Is the Effect of Formative Evaluation on Student Achievement?
This review examines the effect size of the practice elements that comprise formative assessment.
States, J. (2011). What Is the Effect of Formative Evaluation on Student Achievement? Retrieved from what-is-effect-of869.
What Practices Make a Difference in the Classroom?
This analysis examines meta-analyses to identify teaching practices that have the greatest impact on student achievement.
States, J. (2011). What Practices Make a Difference in the Classroom? Retrieved from what-practices-make-difference.
What are the components of effective mathematics instruction?
This analysis looks at a practice guide from The What Works Clearing House that provides practitioners with essential practice elements for effective instruction in mathematics.
States, J. (2012). What are the components of effective mathematics instruction? Retrieved from what-are-components-of.

 

Presentations

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SYNOPSIS
CITATION
Using Performance Feedback to Improve Teacher Effectiveness

This paper examines intervention and instruction failures and describe concrete steps that implementers can take to improve the results of their instruction and intervention in classrooms.

VanDerHeyden, A. (2011). Using Performance Feedback to Improve Teacher Effectiveness [Powerpoint Slides]. Retrieved from 2011-wing-presentation-amanda-vanderheyden.

 

Student Research

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SYNOPSIS
CITATION
An experimental analysis of the treatment validity of the social skills deficit model for at-risk adolescents.
This study evaluated the treatment validity of the social skills deficit model for improving performance of at-risk adolescents.
Barreras, R. B. (2007). An experimental analysis of the treatment validity of the social skills deficit model for at-risk adolescents. Retrieved from student-research-2007.
The efficacy of descriptive functional assessment for intervention with Head Start students.
This study evaluated the efficacy of descriptive functional assessment of intervention with Head Start students by identifying antecedent conditions that influenced challenging behavior.
Park, K. L. (2008). The efficacy of descriptive functional assessment for intervention with Head Start students. Retrieved from student-research-2008.
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Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom (2017)

Seeing Students Learn Science is a guidebook meant to help educators improve the way in which students learn science. The introduction of new science standards across the nation has led to the adoption of new curricula, instruction, and professional development to align with the new standards. This publication is designed as a resource for educators to adapt assessment to these changes. It includes examples of innovative assessment formats, ways to embed assessments in engaging classroom activities, and ideas for interpreting and using novel kinds of assessment information.

Beatty, A., Schweingruber, H., & National Academies of Sciences, Engineering, and Medicine. (2017). Seeing Students Learn Science: Integrating Assessment and Instruction in the Classroom. Washington, DC: National Academies Press.

Formative Assessment: A Meta?Analysis And A Call For Research

This meta-analysis examines the impact of formative assessment.

Kingston, N., & Nash, B. (2011). Formative assessment: A meta?analysis and a call for research. Educational Measurement: Issues and Practice, 30(4), 28-37.

Using Curriculum-Based Measurement to Predict Performance on State Assessments in Reading

The study investigates the correlation and predictive value of curriculum-based measurement (CBM) against the Michigan Educational Assessment Program's (MEAP) fourth grade reading assessment.

McGlinchey, M. T., & Hixson, M. D. (2004). Using curriculum-based measurement to predict performance on state assessments in reading. School Psychology Review, 33, 193-203.

A guide to standardized testing: The nature of assessment

The goal of this guide is to provide useful information about standardized testing, or assessment, for practitioners and non-practitioners who care about public schools. It includes the nature of assessment, types of assessments and tests, and definitions.

Mitchell, R. (2006). A guide to standardized testing: The nature of assessment. Center for Public Education. 

Toward a histology of social behavior: Judgmental accuracy from thin slices of the behavioral stream.
This chapter focuses on thin slices and illustrates the efficiency of thin slices in providing information about social and interpersonal relations. A thin slice is “a brief excerpt of expressive behavior sampled from the behavioral stream.”
Ambady, N., Bernieri, F. J., & Richeson, J. A. (2000). Toward a histology of social behavior: Judgmental accuracy from thin slices of the behavioral stream. Advances in experimental social psychology, 32, 201-271.
The Past, Present, and Future of Curriculum-Based Measurement Research
This is a summary of curriculum based measures (CBM) and a history of the practice.
Fuchs, L. S. (2004). The Past, Present, and Future of Curriculum-Based Measurement Research. School psychology review.
Using Student Achievement Data to Support Instructional Decision Making
The purpose of this practice guide is to help teachers and administrators use student achievement data to make instructional decisions.
Hamilton, L., Halverson, R., Jackson, S. S., Mandinach, E., Supovitz, J. A., & Wayman, J. C. (2009). Using Student Achievement Data to Support Instructional Decision Making. IES Practice Guide. NCEE 2009-4067. National Center for Education Evaluation and Regional Assistance.
A Longitudinal Examination of the Diagnostic Accuracy and Predictive Validity of R-CBM and High-Stakes Testing
The purpose of this study is to compare different statistical and methodological approaches to standard setting and determining cut scores using R- CBM and performance on high-stakes tests
Hintze, J. M., & Silberglitt, B. (2005). A longitudinal examination of the diagnostic accuracy and predictive validity of R-CBM and high-stakes testing. School Psychology Review, 34(3), 372.
Linking Assessment and Instruction: Teacher Preparation and Professional Development
The National Comprehensive Center for Teacher Quality (TQ Center) has released an Issue Paper providing a framework and justification for effective ways that teachers can collect and use assessment data to make instructional decisions.
Hosp, J. (2010). Linking Assessment and Instruction: Teacher Preparation and Professional Development. National Comprehensive Center for Teacher Quality
The Cost-Effectiveness of Five Policies for Improving Student Achievement
This study compares the effect size and return on investment for rapid assessment, between, increased spending, voucher programs, charter schools, and increased accountability.
Yeh, S. S. (2007). The cost-effectiveness of five policies for improving student achievement. American Journal of Evaluation, 28(4), 416-436.
The cost-effectiveness of raising teacher quality.
This study examines the econometric impact of educational practices on student achievement.
Yeh, S. S. (2009). The cost-effectiveness of raising teacher quality. Educational Research Review, 4(3), 220-232.
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Positive Behavioral Interventions and Supports (PBIS)

The Technical Assistance Center on PBIS provides support states, districts and schools to establish, scale-up and sustain the PBIS framework.

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