Introduction - The Need
The Learning Accelerator’s vision for blended learning is the strategic integration of in-person learning and technology to enable personalization, competency-based progression and the use of real-time data. There is much still to be learned about if, how, and when blended learning is effectively implemented in K-12 settings. Implementing evidence-based practices requires multiple stakeholders to take coordinated action utilizing a breadth of knowledge and skills traditionally associated with very different roles and responsibilities.
Doing what’s best for students requires typical good research and measurement practice to be applied in this sector. Knowing and implementing evidence-based practices increases our ability to meet each student’s instructional needs. The Every Student Succeeds Act (ESSA) acknowledges this by referring to “evidence-based” (defined on bottom of page 289) practices and strategies 62 times.
The Learning Accelerator's hope is that by publishing this measurement agenda, we will catalyze the measurement ecosystem, including schools and educators, to work together towards the mutual goal of all students receiving an outstanding education, enabling them to reach their potential.
A high-quality, rigorous path forward in measurement would move us from what we currently know towards a future in which we fully understand if, when, and how blended is effectively implemented in K-12 settings on a national scale. We currently have different levels of understanding (and varying levels of evidence) about the aspects of blended learning we are interested in. The Learning Accelerator has catalogued the existing evidence and projected our contributions to the field. However, significant gaps remain and the path forward for measuring blended learning is increasingly clear. Read more about the current conditions for measuring blended learning.
Although we know a lot about effectively personalizing instruction for students, the existing evidence base for blended learning is young. Currently, there are many success stories being added to the conversation, with varying levels of evidence, all being described as “evidence of success.” Added to this, implementation is growing rapidly, and, out of necessity, decisions are being made on the ground regardless of the existence of relevant evidence. Because of the rapidly innovative nature of blended learning, researchers need to take a particularly applied view of generating evidence, and implementers need to be particularly proactive about asking the questions they need answered in order to do their jobs. Both groups also need to ensure that their expectations for evidence match the maturity of implementation and the length of time required to find some answers. Read more about the challenges of measuring blended learning.
Blended Learning Measurement Agenda
This measurement agenda outlines the skills, knowledge, and activities necessary for stakeholders to build our evidence base and advance our collective understanding of blended learning’s effectiveness. As with our District Guide to Measurement and accompanying Blended Learning Measurement Framework, the objectives contained in this agenda are primarily focused on the teaching and learning happening at the classroom or school level.
The four parts fit together like puzzle pieces to complete the picture of evidence. Click on each part below to access the separate modules of the measurement agenda.
Part 1. Measurement learning agenda: There is much to be learned about if, when, and how blended learning is effective in K-12 settings nationally. The following module outlines the knowledge and skills that enable us to generate evidence for decision-making and implementation, and include data and questions from practice in the generation of new evidence. Download
Part 2. Measurement dissemination goals: In order for evidence-based practices to benefit students, evidence needs to be clearly and accurately communicated within and across stakeholder groups. Everyone needs to know what the current evidence is, what the implications of current evidence are for decision-making and implementation, and what new questions are being worked on. The following module outlines the knowledge and skills that enable the flow of data back and forth between research and practice. Download
Part 3. Measurement competency standards: Measurement-specific competencies often fall outside of traditional roles, but are necessary to ensure stakeholders have the capacity to support all students’ needs. The following module outlines the knowledge and skills that enable the implementation of evidence-based blended learning practices. Download
Part 4. Measurement implementation objectives: Ongoing measurement activities require a shift in what we do at the classroom level in order to continue answering questions and disseminating evidence that can be used in implementation. The following module outlines the actions that enable the responsive implementation of evidence-based blended learning practices in constantly changing contexts. Download
Within the four parts, we have identified* objectives for stakeholder audiences that can lead the advancement of evidence and implementation. Click on the links below to download objectives for specific stakeholders:
Learn more about the Blended Learning Measurement Agenda by viewing this webinar recording.
Share with Saro Mohammed @EdResearchWorks. Let us know how you are using the measurement agenda in your work #BLMeasurement.