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Research is on the rise as experts work to discover the most effective ways to bring blended, personalized, and mastery-based learning practices into K-12 classrooms. Implementing evidence-based practices requires multiple stakeholders to take coordinated action, utilizing the knowledge and skills of researchers, education practitioners, administrators, and others from diverse roles across school systems and support organizations. Doing what’s best for students necessitates good research and measurement practice.

The innovative nature of blended learning requires researchers to take an applied view around generating evidence, and implementers must be proactive about seeking the answers they need 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. To learn more about measuring blended learning, view our presentation and explore measurement-related Insights from the TLA team, practitioners, and other experts in the field.

Blended Learning Measurement Agenda

The Learning Accelerator has developed a “measurement agenda” which outlines the skills, knowledge, and activities necessary for stakeholders to build our evidence base and advance our collective understanding of blended learning’s effectiveness. The strategies contained in this agenda are primarily focused on the teaching and learning happening at the classroom or school level, and the four parts fit together like puzzle pieces to complete the picture of evidence.

These strategies were developed in partnership with multiple stakeholder organizations.

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 measurement competency standards outlines strategies that enable the implementation of evidence-based blended learning practices.

This requires educators, administrators, and decision-makers to apply the relevant evidence base to:

  • develop and implement their own blended practices to maximize the potential for meeting students’ needs through flexible, data-driven, personalized learning (see p.10 of this competency framework);  

    • engaging in problem solving and continuous improvement (p.11); 

    • looking objectively at all results (p.10), and

  • make decisions or policies about implementing and measuring blended learning; developing continuous assessment systems (see p.4 of this state-level framework); 

    • creating a clear “Innovation Infrastructure” (p.8); 

    • working with early adopters to continuously improve policy (p.10).

Researchers, funders, and others are also critical in supporting the application of relevant evidence in the development, implementation, and measurement of blended learning to maximize the use of evidence-based blended practices; and also facilitating the use of data-based decisions for improvement.

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