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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.

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. (View our Powerpoint about the challenges of measuring blended learning.)

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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