Blogs

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What Does a Task Engineered for Engagement Look Life?

After publishing the second blog on engineer engaging learning and assessment content, I promised I would publish a blog illustrating the use of content features to motivate student engagement. In the blog today, I fulfill that promise by presenting two versions of the same NGSS-aligned, phenomenon-driven science task. The first version lacks most of the features of assessment tasks that inspire engagement and, sadly, looks like most assessment tasks. The second version is packed with just those features I discussed in the earlier blog demonstrating how to engineer engaging learning and assessment content.

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Planning for Different Perspectives in Developing Validity and Efficacy Arguments

No field or profession can prescribe what is or isn’t validity or efficacy evidence. Different fields have distinctive ways of asking questions, addressing a literature, criticizing ideas, and presenting arguments. The differences make sense from a socio-cultural perspective as each of these stakeholders—you might call them customers if you are in marketing or users if you are in product development—is coming from a different culture of evidence and set of life experiences. But this seems chaotic if you are trying to collect validity or efficacy evidence and construct an argument with it.

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How Do We Engineer Engaging Learning and Assessment Tasks?

This is the second part of a two-part blog series on engaging learning and assessment content.  In part one, I explained why engaging learning and assessment content is important for the Common Core State Standards (CCSS), the Next Generation Science Standards (NGSS), the NAEP Technology and Engineering Literacy Framework, and the 2025 NAEP Mathematics andContinue reading How Do We Engineer Engaging Learning and Assessment Tasks?

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Why Are We Talking About Engaging Learning and Assessment Tasks?

The last time I published a blog was two months ago. Grant proposals and holidays left no time for writing a blog. Today, I am publishing the first of a two-part blog series on engaging learning and assessment content.  In the first part, I will explain why engaging learning and assessment content is important forContinue reading “Why Are We Talking About Engaging Learning and Assessment Tasks?”

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Why Is Principled Assessment Design Not Sufficient To Build Successful Assessment Products?

As assessment designers and developers, we can do better than we do now building assessments that positively impact our customers’ lives. But using principled assessment design (PAD) is not enough. PAD is a collection of assessment design approaches including construct-centered measurement, cognitive design system, evidence-centered design, principled design for efficacy (PDE), and assessment engineering. SeeContinue reading “Why Is Principled Assessment Design Not Sufficient To Build Successful Assessment Products?”

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The Last Word—Making a Judgement About the Validity Argument

If you have been following along over the last five blog posts, you may be experiencing some discomfort at the prospect of intentionally crafting the communication of a validity argument to support or challenge a particular score interpretation and use. Maybe you want to simply present the validity argument and let the chips fall whereContinue reading The Last Word—Making a Judgement About the Validity Argument

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Challenging the Validity Argument

In this blog, we turn the tools to develop and communicate a validity argument upside down and explain how to develop, represent, and effectively communicate arguments skeptical of the intended score interpretation and use! In past blogs, we have given you tools to effectively develop and communicate a validity argument.  Those past blogs assumed youContinue reading Challenging the Validity Argument

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Themes and Theses: More Tools to Effectively Communicate a Complex Validity Argument

In our last blog, we described how to develop and use narratives as a tool to help the test developer communicate a validity argument to a nontechnical audience. In this blog, we give you two additional tools to help you effectively communicate a validity argument supporting the intended score interpretation and use: A thesis statement,Continue reading Themes and Theses: More Tools to Effectively Communicate a Complex Validity Argument

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Effectively Communicating a Complex Validity Argument

In our last blog, we explained how to use a graph and an outline to develop and represent a validity argument for the interpretation and use of scores from the AP World History test. But a validity argument by itself is going to be difficult to understand in either graph or outline form. In thisContinue reading Effectively Communicating a Complex Validity Argument

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Planful Learning and Assessment is Looking for a Computer Scientist!

Join our team and help us help kids learn! Our vision at Planful Learning and Assessment is to combine the evidence from learning science with the wisdom of experienced teachers to provide students, parents, and educators engaging and effective assessment content. Computer Scientist Planful Learning and Assessment is looking for a Computer Scientist to serve as a consultantContinue reading Planful Learning and Assessment is Looking for a Computer Scientist!

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Effectively Developing a Validity Argument

In this second blog in the series, we explain how to develop and represent a validity argument. We use a validity argument for the interpretation of scores from the AP History test to illustrate using graphs and outlines to represent a validity argument and assume teachers are the intended audience. This blog is a bitContinue reading Effectively Developing a Validity Argument

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Addressing Stakeholder Concerns in a Validity Argument

This is the first in a series of six blogs as a tutorial to help practitioners in educational measurement develop, represent, and effectively communicate validity arguments to stakeholder audiences. This first blog explains how to address stakeholder concerns when developing and communicating your validity argument. Before planning how to develop and effectively communicate a validity argumentContinue reading Addressing Stakeholder Concerns in a Validity Argument

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How to Effectively Represent and Communicate a Validity Argument

We, Michelle and Paul, are partnering to offer a tutorial as a series of six blogs—a new blog posted every week starting Tuesday, September 14, 2021—to help practitioners in educational measurement develop, represent, and effectively communicate validity arguments to stakeholder audiences. A validity argument is a valuable tool, as it can build the foundation forContinue reading How to Effectively Represent and Communicate a Validity Argument

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Yes, You Can Have Cheap, Plentiful, High-Quality Science Tasks

My back-of -the-napkin calculation shows Next Generation Science Standards (NGSS)-aligned, phenomena-driven, science tasks cost $20,000 to develop when teachers, struggling to understand the three-dimensional nature of the NGSS and how to implement the standards in classrooms, are asked to brainstorm phenomena and questions. Do you want to create a science task for a fraction ofContinue reading Yes, You Can Have Cheap, Plentiful, High-Quality Science Tasks

Challenging Old Assessment Development in a New Assessment World

When assessing complex, multidimensional standards like Common Core Mathematics and Next Generation Science Standards (NGSS), how can you cut costs of assessments, increase the quality of the assessment results, while improving convenience for states and districts? My answer is based on understanding the assessment industry is experiencing a strategic inflection point—fundamental changes in the businessContinue reading “Challenging Old Assessment Development in a New Assessment World”

A Principled Response to Our Inflection Point

Are you wondering how to respond to what seems to be an inflection point for the assessment industry? Nearly 20 years ago, Sam Messick and Bob Mislevy and colleagues were wondering the same thing.  They were anticipating an inflection point in the assessment industry—fundamental changes in the business environment that challenged conventional test development.  TheContinue reading “A Principled Response to Our Inflection Point”

Many a Slip ‘Twixt Invention and Innovation

A few years ago, I created The Innovation Factory to support learning and assessment organizations in turning good ideas into impactful innovations as measured by revenues, margin, and/or positive change in the lives of the individuals and communities. The Innovation Factory is a framework and a set of tools and processes to support organizations inContinue reading “Many a Slip ‘Twixt Invention and Innovation”

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