TLA envisions an ecosystem in which we gather rigorous, causal evidence about the elements of blended learning and understand its effects for students from various backgrounds, and with varying learning needs. Educators would then be able to measure, scaffold, guide and effectively support the learning of each individual student in their class, in partnership with their students.
With that vision in mind, we work with stakeholders in the ecosystem – researchers, technical assistance providers, and educators – to:
1. assess and disseminate knowledge about the current state of blended learning measurement, including the current gaps, and the problems that challenge progress;
2. develop a sectorwide shared measurement agenda and align the ecosystem to adopt it, to generate knowledge; and
3. act as a developer and supporter of measurement tools and resources, and evidence, and a connector to those who need them.
The Learning Accelerator’s Blended Learning Research Clearinghouse provides insight into the current body of knowledge around blended learning, including historical evidence for personalizing learning and a summary of the implications of the K-12 blended learning research that has been promoted to date.
Our goal is to provide guidance on interpreting evidence to those who want to learn more about blended learning’s effectiveness.
New work on measuring blended learning is regularly being released, so look out for periodic updates to this resource.
TLA’s focus on measurement aims to accelerate the ecosystem in moving toward the end state described above. As a start, we use the following theory of change (detailed in TLA's Blended Learning Measurement Framework) as a broad guide for understanding how blended learning may achieve the impacts we care about:
For educators and others who are currently implementing and would like to generate actionable insights to improve their implementation, TLA’s District Guide to Blended Learning Measurement outlines the steps involved in planning for and conducting measurement of teaching and learning within a blended environment. We encourage these educators to share what they have learned, so that we can all better understand the relationship between blended learning and highly effective teaching and learning.
TLA convened a group of organizations to form a Measurement Alliance for Blended Learning Effectiveness, and is also piloting a one-year Fellowship for Blended Learning Measurement. The primary objective of these initiatives is to adopt and advance the Measurement Agenda for Blended Learning to add to the body of knowledge and insights about the effectiveness of blended learning.
This measurement agenda is organized into four parts:
- Measurement Learning Agenda
- Measurement Dissemination Goals
- Measurement Competency Standards
- Measurement Implementation Objectives
It includes activities that can be undertaken by researchers, educators, administrators and policy makers, funders, and community and industry. The generation and dissemination of knowledge about blended learning, coupled with the acquisition and application of measurement skills, is critical to improving the implementation of blended learning for all teachers and students nationwide.
TLA believes that our data are only as good as the tools we use to collect them. With that in mind, we assess existing measures, and support the development and validation of new reliable measures that can be used to determine the extent to which blended learning produces highly effective teaching and learning that results in college and career students and professionally engaged teachers.
WANT MORE INFORMATION?
To learn more about our measurement work, please contact TLA Partner Saro Mohammed at firstname.lastname@example.org.