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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 Implementation Objectives

Ongoing measurement activities require a shift in what we do at the classroom level in order to continue answering questions and disseminating evidence that can be used in implementation. The measurement implementation objectives outline strategies that enable the responsive implementation of evidence-based blended learning practices in constantly changing contexts.

This is enabled when:

  • educators, decision-makers, funders and others support classroom openness to continuous measurement of blended learning practices; 

    • making appropriate adjustments to implementation as necessary; the sharing of findings outside of their own context; and 

    • measurement activities that can support causal claims and be more broadly applied to varying teaching and learning contexts; and

  • researchers continue to measure blended learning contexts and practices and make appropriate recommendations for practice; and share their findings broadly both within and outside the academic community.

Teacher sits on floor next to two students working on a project, smiling

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