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.
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?“
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?”
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?”
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!“
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“
Planful Learning and Assessment is looking for a Data Scientist for a contract position. Our candidate will be collaborating with a small team with learning science, psychometric, design, and business expertise supporting development of the Phenomenation app.
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”
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”