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le PASEC vise à informer sur l’évolution des performances des systèmes éducatifs, afin d’aider à l’élaboration et au suivi des politiques éducatives.
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Efforts to imagine new possibilities for principled ways to align assessment with sociocognitive foundations of learning in social interaction and with instruction are limited by the absence of credible use cases that show how such systems can be developed and maintained within complex educational systems such as large urban school districts. Such a use case can be found within evolving joint work of a researchpractice partnership between a university and a large urban school district. The...
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This chapter describes an approach to supporting and investigating teacher learning of formative assessment in middle school Earth science. The approach illustrates a framework for conducting research on and supporting instructional improvement at scale in partnership with school districts. In the project, researchers worked in partnership with teachers and leaders in a large urban district to design and test classroom assessment resources intended to improve the efficacy of district-adopted...
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The UK government’s plan to ‘build back better’ can only work if we understand what that means to different populations.
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The enthusiasm for the potential of RCTs in development rests in part on the assumption that the use of the rigorous evidence that emerges from an RCT (or from a small set of studies identified as rigorous in a “systematic” review) leads to the adoption of more effective policies, programs or projects. However, the supposed benefits of using rigorous evidence for “evidence based” policy making depend critically on the extent to which there is external validity. If estimates of causal impact...
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