What if there was a better way to collect and interpret assessment data that could strengthen the link between teaching and learning? "Student Assessment: Better Evidence, Better Decisions, Better Learning" is the innovative guide to show you how it is done and done right. This unique book offers a new assessment model focused on…

Increasing concerns about the trustworthiness of research have prompted calls to scrutinise studies' Individual Participant Data (IPD), but guidance on how to do this was lacking. To address this, we developed the IPD Integrity Tool to screen randomised controlled trials (RCTs) for integrity issues. Development of the tool involved a literature…

The evidence-based decision-making movement often assumes that once evidence is available (e.g., via the What Works Clearinghouse), decision-makers will integrate it into their practice. Research-practice partnership studies have shown this is not always true. In this paper, we argue that instead of assuming research will be useful and used, we…

The evidence-based decision-making movement often assumes that once evidence is available (e.g., via the What Works Clearinghouse), decision-makers will integrate it into their practice. Research-practice partnership studies have shown this is not always true. In this paper, we argue that instead of assuming research will be useful and used, we…

Background/Context: Methodological background: Meta-analysis typically depends on the assumption that true effects follow the normal distribution. While assuming normality of effect "estimates" is often supported by a central limit theorem, normality for the distribution of interventions' "true" effects is a computational…

At last, a comprehensive guide that meets psychologists and other social scientists' growing need to master the tools of statistical prediction. "Prediction Statistics for Psychological Assessment," by R. Karl Hanson, is the first book to teach students and practitioners the nuts and bolts of prediction statistics, while illustrating the…

Evidence-based assessment (EBA) requires that investigators employ scientific theories and research findings to guide decisions about what domains to measure, how and when to measure them, and how to make decisions and interpret results. To implement EBA, investigators need high-quality assessment tools along with evidence-based processes. We…

As access to smartphones and emerging technologies has become ubiquitous in our daily lives and in language learning, technology-mediated social interaction has become common in teaching and assessing L2 speaking. The changing ecology of L2 spoken interaction provides language educators and testers with opportunities for renewed test design and…

The COVID-19 pandemic has disrupted some traditional assessment practices and drawn attention to the range of evidence students produce in their day-to-day learning. In this edition of Assessment News, Charles Darr and Rosemary Hipkins argue that using this evidence to make sound summative judgements requires a robust understanding of what it…

Educators are often tasked with making decisions based on a body of evidence and a sound data-based decision-making process. Teachers examine data from assessments (e.g., curriculum-based measures, formal assessments, informal interviews with students' general education teachers, writing samples, and other assessment data) and find many students…

The current emphasis on data-based decision-making ties discussions of accountability, school improvement and educational reform to the notion that gathering and using evidence addresses questions of rigor in our schools and classrooms. The purpose of this research was to survey secondary (middle and high school) general educators (n = 126) to…

This article examines the concept of credible evidence in Extension evaluations with specific attention to the measures and measurement strategies used to collect and create data. Credibility depends on multiple factors, including data quality and methodological rigor, characteristics of the stakeholder audience, stakeholder beliefs about the…

Major developments over the past two decades in STEM education and classroom assessment provide a compelling argument for shifting the focus of assessment toward the classroom where its most powerful benefits can be realized. The increased emphasis on diversity, equity, and inclusion in education puts increased scrutiny on assessment practices and…

In this technical report, the Center for Research Use in Education (CRUE) presents the methodological design of a large-scale quantitative investigation of research use by school-based practitioners through the "Survey of Evidence in Education for Schools (SEE-S)." It documents the major technical aspects of the development of SEE-S,…

Extension professionals face challenges in quantifying the impact of their efforts in advancing the decision-making process inherent in setting natural resources policy. We developed a flexible tool that measures the impact of improving decision makers' planning efforts. The tool consists of two sets of survey questions that can be modified to fit…