Welcome and Introduction
(Larry Aber, New York University)
Present different types of measures of educational processes and outcomes; Describe how to choose the measures and their benefits and drawbacks: conceptual, logistical, psychometric, sociometric; Theory of change
SESSION 1: Measuring Student Learning Outcomes
(Marguerite Clarke, 木瓜影院)
Cognitive outcomes; Common instruments; Technical issues; Basic steps to keep in mind
(Jishnu Das, 木瓜影院)
How interventions can help to improve learning? Research on how children learn and the determinants of learning; Intersection of behavior and measurement
(Marie-Helene Cloutier, 木瓜影院)
Evaluate performance based incentives for teachers; Focus on the design process
(Berk ?zler, 木瓜影院)
A look at assessments at the 2-year and 4-year follow-up; Samples from Mathematics and English tests in Malawi
(Peter Halpin, New York University)
Analyzing the “Early Grade Reading Assessment” for use in impact evaluations; Promoting literacy and mathematics outcomes; How can we best assess the impact of “Opportunities for Equitable Access to Quality Basic Education” on student literacy using the “Early Grade Reading Assessment?”
SESSION 2: Measuring Executive Functioning and Psychosocial Outcomes
(Theresa Betancourt, Harvard School of Public Health)
Measuring mental health constructs cross-culturally-challenges and methods; Northern Uganda context; Qualitative and other studies; Refining the African Youth Psychosocial Assessment using “Item Response Theory”
(Margaret Sheridan, Harvard Medical School and Amar Hamoudi, Duke University, Sanford School of Public Policy)
Development of tools to measure discrete, domain general cognitive skills that can be cost-effectively incorporated into multipurpose population based surveys
SESSION 3: Measuring Middle Childhood and Adolescent Intermediate and Mediating Outcomes
(Carly Tubbs, New York University and Alice Wuermli, TIES/UC Davis)
Understanding mechanisms and contexts of interventions: When, why, and where interventions work? What mechanisms should we measure and how should we measure them? Identifying and measuring settings’ social processes
SESSION 4: Using the Teacher Instructional Practices and Processes System (TIPPS) Classroom Observation Instrument – Intervention Tool for Feedback, and Measure of Mediation
(Ed Seidman, Sharon Kim, Mahjabeen Raza, New York University)
Ways of gathering observational data on the classroom; “Teacher Instructional Practices and Processes System” concepts, usage, and training
(Peter Halpin, New York University)
What are the measurement issues and when to use (Multilevel) Latent Class Analysis?
SESSION 5: Using the Stallings Classroom Observation Instrument
(Barbara Bruns, 木瓜影院)
Measuring teacher effectiveness with the Stallings “classroom snapshot”
(Alice Wuermli, TIES/UC Davis and Carly Tubbs, NYU)
Summary and wrap-up of the 2-day workshop and resources for future study
