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The measurement learning agenda outlines strategies that enable us to generate evidence for decision-making and implementation, and include data and questions from practice in the generation of new evidence.

Some of the conditions that enable the Measurement Learning Agenda to be achieved, include:

  • educators using data to make instructional decisions, and contributing data to generate evidence; along with

  • researchers taking an applied view of research, and using a research-to-practice framework for understanding what is and isn’t working for teaching and learning in classrooms.

Support and demand for the generation of evidence from other stakeholders like funders, decision-makers, and members of the community and industry is also crucial for enabling different research designs, measures, and methods to be used to move beyond exploratory and descriptive studies as much as possible, ensuring an increase in the level of confidence we have in findings (internal validity); answering more sophisticated questions about cause and effect (rigor); and generating findings that are applicable to broader classrooms and contexts (external validity).

Existing evidence

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