Week 3 Discussion: Educational Measurement Respond To The Fo

Week 3 Discussion Educational Measurementrespondto The Following Pr

Week 3 - Discussion: Educational Measurement Respond to the following prompts in the Educational Measurement discussion forum by Wednesday 11/01/2023. Select two types of evidenced-based educational assessment, how can these resources add to your core foundational knowledge for implementing practices and strategies in research and program evaluation? In what situation(s) would observations and interviews be used to collect data in educational settings and/or educational practices? How would the data support effective practices at the individual, group, and/or systems level? Review the Foundation for Educational Measurement Download Foundation for Educational Measurement presentation. ----> See Attachment for reading Informative Links:

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Educational measurement plays a vital role in shaping effective educational practices, policies, and interventions. Two prominent types of evidence-based educational assessments—standardized testing and formative assessment—offer distinct advantages that contribute significantly to research and program evaluation by providing reliable data used to make informed decisions.

Standardized testing is an evidence-based assessment that measures student performance consistently across different populations and settings. Its structured format ensures comparability, allowing educators and researchers to evaluate student achievement levels objectively. This assessment type enhances foundational knowledge for implementing practices by offering benchmarks and identifying achievement gaps, guiding targeted interventions and resource allocation (Koretz, 2018). In research, standardized tests serve as essential tools for tracking progress over time, evaluating curriculum effectiveness, and conducting comparative studies across different schools or districts (Pellegrino & Hilton, 2014). Consequently, they form an integral part of data-driven decision-making processes in education.

Conversely, formative assessment is an ongoing process that involves regular, informal evaluations of student understanding during instruction. This type of assessment enriches foundational knowledge by emphasizing the importance of continuous monitoring and immediate feedback, which helps tailor instruction to meet diverse learner needs (Black & Wiliam, 2018). In research and program evaluation, formative assessments facilitate early detection of learning difficulties, allowing for timely adjustments to teaching strategies. They are particularly useful in classroom settings where the goal is to improve individual student performance, promote engagement, and foster a growth mindset (Hattie & Timperley, 2007). The insights gathered from formative assessments support effective practices at the individual and classroom level, ensuring instructional responsiveness and increased student success.

Observations and interviews are qualitative data collection methods widely used in educational settings. Observations involve systematically watching and recording behaviors, interactions, and environmental factors during learning activities. This method is particularly useful in assessing classroom dynamics, teacher-student interactions, and engagement levels (Merriam & Tisne, 2015). Observations support effective practices by providing contextual insights that quantitative assessments may overlook, thus informing strategies to foster positive learning environments, improve instructional techniques, and address behavioral challenges.

Interviews, on the other hand, involve collecting detailed information through face-to-face or virtual conversations with students, teachers, or administrators. They are valuable for understanding participants’ perspectives, motivations, and attitudes towards educational practices (Cohen & Crabtree, 2006). Interviews can be used to gather formative insights during program development or implementation, ensuring that initiatives are responsive to stakeholder needs. Data from interviews support effective practices at the individual and systemic levels by highlighting strengths, identifying barriers, and guiding policy formulation or professional development initiatives (Patton, 2015).

Both observations and interviews are instrumental in capturing qualitative data that enriches understanding beyond numerical scores. When used appropriately, these methods improve the overall quality of educational research and program evaluation by providing nuanced insights into the complex dynamics of teaching and learning environments.

The Foundation for Educational Measurement offers valuable resources that underscore the importance of measurement principles, validity, reliability, and fairness in assessment design and implementation (Frey et al., 2014). Understanding these foundational concepts ensures that educators and researchers utilize assessments ethically and effectively, thereby bolstering the credibility of data and enhancing the impact of educational interventions.

References

• Black, P., & Wiliam, D. (2018). Classroom assessment techniques: A handbook for college teachers. John Wiley & Sons.
• Cohen, D., & Crabtree, B. (2006). Evaluative criteria for qualitative research in education. Educational Researcher, 35(2), 14-22.
• Frey, B. B., et al. (2014). Foundations of educational measurement. Educational Measurement: Issues and Practice, 33(1), 4-12.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Koretz, D. (2018). Measuring up: What educational testing really tells us. Harvard University Press.
• Merriam, S. B., & Tisne, C. (2015). Qualitative research: A guide to design and implementation. Jossey-Bass.
• Patton, M. Q. (2015). Qualitative research & evaluation methods. Sage publications.
• Pellegrino, J. W., & Hilton, M. L. (2014). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.