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.

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?”

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?”

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

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”

What is The Innovation Factory?

In my last blog, I promised to share details about The Innovation Factory in a future blog.  A friend asked me to share details sooner rather than later. As the saying goes, the future is now. I had planned to publish “What is Principled in Principled Assessment Design” today. But all those PAD nerds (bothContinue reading “What is The Innovation Factory?”

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”