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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.

Measuring local implementation

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