Spring 2020, Volume 24, Number 1

    Newsletter

PRESIDENT'S MESSAGE

Dr. Sean Owen

CREATE President

Mississippi State University

Starkville, Mississippi

click below for information about Dr. David Berliner our

2020 CREATE Millman Scholar

click below for information about our              

2020 CREATE CONFERENCE

A New Feature in CREATE’s Call for Proposals for the CREATE 2020 Conference

For the 2020 Conference, the CREATE Board of Directors has added a new item to the 2020 CREATE Conference Call for Proposals form. We ask researchers to contemplate allowing a synopsis of their CREATE Presentation, if accepted, to be included on the CREATE website and/or associated publications. This addition meets the CREATE mission to:

advance the field of educational evaluation by providing a forum for the presentation, discussion, and dissemination of sound practices related to personnel, student, and program evaluation, research, and policy. 

facilitate a network among those who actively engage in personnel, program, and student evaluation and research, and those who benefit from such activities.

promote the development, dissemination, knowledge, and use of personnel, program, and student evaluation standards, such as those issued by the Joint Committee on Standards in Educational Evaluation.

 


click below for

Registration for the 2020 CREATE Conference in Asheville, North Carolina

click below to access our

2020 Conference Call for Proposals

Dear CREATE Colleagues,

I am honored to serve as the president of the Consortium for Research on Educational Assessment and Teaching Effectiveness (CREATE) as it starts its 29th year. Each year presidents of various educational associations’ key themes center around the uncertainty and pressures that federal and statewide accountability and assessments have placed on educational structures in this country (Verger et al., 2019). 

Always the optimist, I am one to look for silver linings. In a situation like our current one—albeit razor thin—there is a silver lining: The COVID-19 pandemic the world is experiencing and its ensuing federally mandated pause on K-12 assessment and accountability provides us the opportunity we so desperately need as thought leaders and change agents in our field. 

This educational challenge should give us a renewed battle cry as thought leaders of CREATE in 2020. Using the messages from past presidents in our CREATE Newsletters as salient reminders, we should reflect on their words of wisdom urging educators to focus more on assessment for learning (Colby, 2019), nontraditional testing methodologies (Wren, 2018), student outcomes (Klinger, 2017), evaluation best practices (Van Hanegan, 2016; Howard, 2010), and assessment literacy and best practices (Munoz, 2009; Gareis, 2008), to name a few of the prevailing themes that still challenge us today. 

Not wanting to reduce how traumatic an event the COVID-19 pandemic has been to our friends, families, colleagues, and loved ones, it makes me think of a similar ecological event where forest fires stimulate new growth, boost productivity, and give species an opportunity to thrive anew. 

I see this pandemic as a similar natural and catastrophic disturbance to our educational system. At the national, state, and local level, I have seen more large-scale instances of educator collaboration, relationship-building exercises, social emotional learning practices, and mastery learning strategies than I have in the last two decades. As the innovators named above—along with leaders such as Bloom (1976), Guskey (1987), Louis et al. (1996), and Zins et al. (2004)—have long concluded, these practices are key factors in improving learner outcomes.

With the advent of new collaborative technologies, our past, present, and future leaders have an exciting opportunity to work together to create a unified action plan that could transform secondary and postsecondary education as we know it today. The theme of the 2020 conference in Asheville, NC highlights our recognition of this critical time: Transforming Education through Assessment, Evaluation & Research. 

The CREATE conference allows researchers to present current projects and receive constructive feedback from colleagues, which will ultimately improve the quality of our research. Additionally, you can attend numerous exciting talks and poster sessions while at the conference. As these presentations often represent the most cutting-edge research available, they can provide you with valuable information far earlier than if you had waited for the publication. 

I have always felt the up-close experience is the “value add” of the CREATE conference. Where else could you have the opportunity to hear the 2020 Millman Scholar, David Berliner? David’s perspective on high-stakes testing’s impact on American education could not come at a better time in our country.

I hope you will join us in our discussions during the conference and after as we consider its resulting contributions, forging ahead in this new dawn of education.

Sincerely,

Dr. Sean M. Owen

President: Consortium for Research on Educational Assessment and Teaching Effectiveness (CREATE)


References

Bloom, B. S. (1976). Human characteristics and school learning. McGraw-Hill.

Guskey, T. R. (1987). The essential elements of mastery learning. Journal of Classroom Interaction, 22(2), 19-22. https://www.jstor.org/stable/23869735

Louis, K. S., Marks, H. M., & Kruse, S. (1996). Teachers’ professional community in restructuring schools. American Educational Research Journal, 33(4), 757–798. https://doi.org/10.2307/1163415

Verger, A., Fontdevila, C., & Parcerisa, L. (2019). Reforming governance through policy instruments: How and to what extent standards, tests and accountability in education spread worldwide, 40(2), 248–270. http://dx.doi.org/10.1080/01596306.2019.1569882

Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.)(2004). Building academic success on social and emotional learning: What does the research say? Teachers College Press. https://psycnet.apa.org/record/2004-21939-000

Annotated Resources for Online Teaching & Learning 

Members of the CREATE Board of Directors shared preferred resources to support educators, students and parents as we navigate virtual learning and working from home. The following information offers tips, research, and helpful sites for online teaching and learning. The helpful tools are sorted into PK-12 and Higher Education based on the intended audience.

Annotated Resources found Below

Working at Home Time Management Tips

Kahn Academy

Resources for Parents & Teachers

Mastery Learning The Rest of the Story by Dr. Thomas R. Guskey

Gifted Education Resources

History & Current Issues

Higher Education and PK-12 Education Resources

Education Practice and Theory Resources

Don't Forget Case Studies

The Integrated Postsecondary Education Data System

American Association of University Professor (AAUP) on Privatization    

Working at Home Time Management Tips

Are your days turning into weeks and weeks turning into days? I found that mine were. Creating a weekly calendar on the wall has helped me find a little more normalcy in my work week. I have a separate checklist that includes the big writing and research tasks I hope to accomplish through the quarantine. 



submitted by:

Stacy Leggett, Ed.D.

Associate Professor

Educational Administration, Leadership and Research

Khan Academy

Khan Academy, a popular online learning platform offering hundreds of free classes from math and science to history, is a great resource for remote learning. The site’s personalized learning and trusted content is available to assist parents, teachers, and learners of all ages. Watch the video below to learn more about accessing Khan Academy’s wide array of educational materials.




submitted by:

Sean Owen

Assessment Manager/Associate Research Professor

Mississippi State University


Resources for Parents & Teachers

ARC Bookshelf - FREE access to new and exciting titles through ARC Bookshelf!

Teachers, parents and students can download the free ARC Bookshelf app and use coupon code 20-EBOOKS for 20 free eBooks of their choice, in English and in Spanish. You can access ARC Bookshelf and begin selecting your free eBooks atwww.arcbookshelf.com. This offer does not expire, and the coupon-code can be used once per person. Ebundles, eBook collections, and paperback books are not eligible for this offer. 


Scholastic is offering free resources online, including books, videos and assessment materials to support students. These materials are also in Spanish.

https://classroommagazines.scholastic.com/support/learnathome.html 

 

Parent Resource; https://activity-mom.com/Lots of games and activities to do with your kids or to send them off for a bit

 

https://www.coursera.org/  - these are free courses, definitely for older students, but I am actually taking one on well being and happiness! (the struggle is real over here with 4 kids!)


submitted by:

Abigail D. Woods, Ph.D.

Director of Internal Consulting

Charleston County School District 

Mastery Learning & The Rest of the Story by Dr. Thomas R. Guskey

In our President's Message above, Sean Owen referencedMastery Learning. Teachers, undergraduate and graduate students learn how to applyMastery Learning into their classroom lessons by using these two articles:

Dr. Thomas R. Guskey explains Mastery Learning in the article accessed by clicking on the title or at http://tguskey.com/articles/

Mastery Learning  

Guskey, T.R. (2015). Mastery Learning. In J.D. Wright (Ed.), International Encyclopedia of the Social & Behavioral Sciences (2nd ed., vol 14, pp. 752–759). Oxford: Elsevier. 


We learn specific corrective and enrichment instructional activities to use after a formative assessment has been given in the article, The Rest of the StoryTo access the article, click on the title of the article or at http://tguskey.com/articles/

The Rest of the Story

Guskey, T.R. (2007/2008). The Rest of the Story. Educational Leadership,65(4),  28-35.


submitted by:

Corrie Rebecca Block, Ph.D.

Recording Secretary

CREATE Board of Directors

 Gifted Education Resources

As a gifted education professor, I appreciated reading Dr. Renzulli's email regarding the importance of gifted education services and that many gifted scientists are working on vaccines at this time. Below are some links shared with discussion to consider and provide challenging learning opportunities to advanced learners as well.

As usual, there are depth and challenge distinctions between regular education and gifted education activities using alternative instructional methods online as well as in traditional classroom settings.  Most "canned" educational resources are in need of some form of differentiation to stimulate and challenge advanced learners. It is important to review and consider how regular materials can be increased in rigor to be appropriate learning experiences for advanced and gifted learners. 

Compile your own list of resources to use and share to expand the quality and rigor of online instruction at the K-12 level.  


submitted by:

Bronwyn MacFarlane, Ph.D.

Editor,Specialized Schools for High-Ability Learners (2018)

Professor, College of Education and Health Professions

University of Arkansas at Little Rock

History & Current Issues

The Choices Program out of Brown Univeristy https://www.choices.edu offers: 

  • units
  • lessons
  • Options Role Play
  • primary sources
  • secondary sources 
  • images
  • maps
  • vocabulary
  • timelines
  • charts
  • short videos 
    • one minute to several minutes
    • easy to comprehend 
    • top scholars 
  • interdisciplinary lessons across multiple social studies areas such as
  • Civics
  • Current Issues
  • Economics
  • Geography
  • History
    • World History
    • U.S. History
  • freedom from bias
  • engages students in the content 
  • lead students to make informed decisions
  • varied reading levels 
  • rigorous reading 
    • NOTE
      • consider breaking reading down into smaller chunks 
      • while working with teachers, we found that breaking the reading into smaller chunks kept most students engaged


What is Marxism? is a video that lasts for 2.29 minutes that I have used with students. The video is short and to the point. Offering a concise description of Marxism from Patricia Herlihy. This video is associated with the unit titled, The Russian Revolution. A link to this video is provided here as an example of the videos found at The Choices Program's website.  

https://www.choices.edu/video/what-is-marxism/


Why is it important for high school students to learn about the civil rights movement? is a video that lasts for 1.38 minutes that I have used with students. Congressman John Lewis, Chairman of the Student Non-Violent Coordinating Committee (SNCC) from 1963 to 1966, shares with us reasons why it is important for students to learn about the civil rights movement of the 1960s. He tells us about non-violent sit in protests. 

https://www.choices.edu/video/why-is-it-important-for-high-school-students-to-learn-about-the-civil-rights-movement-4/


Quoting directly from The Choices Program website (retrieved on April 7, 2020 from https://www.choices.edu): 

NOTE: The Choices Program can help you make the transition to virtual schooling using our Digital Editions platform. Please contact us at CHOICES@brown.edu if we can be of assistance.

The Choices Program draws on scholarship from Brown University to produce innovative curriculum and videos that make contested international issues accessible, engaging, and relevant to secondary school audiences.

Perspectives from history. Choices for today.


submitted by:

Corrie Rebecca Block, Ph.D.

Recording Secretary

CREATE Board of Directors

Higher Education and PK-12 Education Resources

The Online Learning Collective

Grassroots project initiated to aid university educators transitioning from face-2-face instruction to online and remote learning during the spring 2020 semester. Contains multiple lists of online tools, offers for free resources, links to Facebook group and YouTube Channel for the group, etc. Particularly focused on teacher education and also helpful for other disciplines.

Toolkit for Supporting Individuals with Autism During COVID-19

Resources from the University of North Carolina for working with children and youth with Autism during this time.

Screencastify

Easy to use online resource that allows you to record everything on your computer screen and your voice (requires a microphone; creates a video that can be uploaded (e.g., YouTube, Google Drive) with a link that can be shared with others. Compatible with laptops and Chromebooks.

Screencastify is offering unlimited, free access until April 30th with the code CAST_COVID. Here is a quick YouTube video showing how to use the promo code.


submitted by:

Kevin Eakes, Ph.D.

Assistant Dean, Assessment & Professional Practice

School of Education, Health, & Human Performance

College of Charleston

Education Practice and Theory Resources

The two resources below are useful because the content is relevant to practice & theory and the  websites are user-friendly.

Edutopia provides a wealth of topics, articles, & videos pertaining to P-12 practice and students; this source is excellent for exploring established best practices as well as new approaches to student learning.

https://www.edutopia.org/

Focusing exclusively on Instructional Design, this site offers opportunities to discover details about concepts, theories, domains, & models of instructional design necessary for post-secondary educational settings.

https://www.instructionaldesign.org/


submitted by:

Jacqueline S. Craven, Ed. D.

Doctoral Program Coordinator & Associate Professor

Teacher Education, Leadership, Research

Delta State University, College of Education and Human Sciences

Don't Forget Case Studies

The focus of our educational administration program, like many undergraduate and graduate programs in education, is on field experiences and authentic learning.  How do you replace these experiences in a “safe at home” environment? Reading a text and discussing the text in an online discussion board might promote theoretical learning, but how can we bridge the gap from theory to practice?  According to situated learning theory, the learning context and learning activity shape the learning that occurs (Lave, 1988; Lave & Wenger, 1991; Putnam & Borko, 2000). For example, a principal candidate leading a professional learning community in an elementary school with a collaborative culture and a candidate leading a professional learning community in a middle school without a collaborative culture will learn different lessons about leading through the same activity. 

The University Council for Educational Administration developed a Powerful Learning Experiences (PLE) framework of nine principles for developing educational leaders.  This framework suggests that learning activities built on these principles will help bridge gaps between theory and practice.  In transitioning from a hybrid format to an online format, I am finding case studies are a powerful tool to address learning originally intended to occur in face-to-face classes and field experience activities.  Using case studies in learning can build on at least the following four principles of PLE (UCEA, n.d.):

  • Powerful learning experiences are based on authentic, meaningful, relevant problem-finding linking theory and principal practice.

  • Powerful learning experiences involve sense-making around critical problems of practice;

  • Powerful learning experiences explore, critique, and deconstruct from equity perspective (race, culture, language); and

  • Powerful learning experiences have a reflective component.

As I considered transforming previous activities and reflected on my previous use of case studies, I believed the following would promote the desired learning:

  • Assigning students to work in groups of four to five,

  • Requiring students to craft init­­­ial responses to individual cases,­

  • Finding four to five case studies connected to course learning objectives and providing enough complexity to somewhat reflect educational decision making, and

  • Using collaborative tools to allow each group to work in a shared document.

In implementing the case studies, each group of students will paste their initial responses into a shared document and use the comment feature to engage ­­­in a “discussion” of the studies.  Throughout the discussions, students will be expected to make connections to course texts and other resources. 

How do you find the time to write four rich case studies in the middle of the semester?  I turned to UCEA’s Journal of Cases in Educational Leadership This peer-reviewed journal provides case studies and is published annually but also includes online first publications.  The case studies addressing a wide range of timely issues include teaching notes, references, and suggested questions and/or activities. Finally, here are some tips from Schiano and Andersen (2017) on teaching online with case studies that you also might find helpful.

References

Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge, UK: Cambridge University Press.


Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.


Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.


Schiano, B., & Andersen, E. (2017). Teaching with cases online. Boston, MA: Harvard Business Publishing. Retrieved ffile:///C:/Users/12523/Downloads/Article_Teaching_With_Cases_Online.pdf




submitted by:

Stacy Leggett, Ed.D.

Associate Professor

Educational Administration, Leadership and Research

The Integrated Postsecondary Education Data System 

IPEDS, a section of the National Center for Education Statistics, is a multifaceted resource for helping students looking into postsecondary options. The College Navigator page and the Find Your College page are extremely useful when researching institutions and includes detailed search options that allow students to search by region, potential major, and more. IPEDS houses institutional data from graduation rates to the net price of an institution. Postsecondary students, particularly education students, might find the website useful when doing research projects, especially the Use the Data page, which allows students to create their own data sets. 


submitted by:

Carrie Hodge

Graduate Student Representative

CREATE Board of Directors

American Association of University Professor (AAUP) on Privatization

With the move to online teaching and learning across our nation as a result of the COVID-19 pandemic, we need to be aware of the facts around privatization. The American Association of University Professor (AAUP) suggests the primer that can be accessed by clicking on the title of this submission. 

Introducing New CREATE Newsletter Co-Editors

Tara Wilson, Ed.D. and Corrie Rebecca Block, Ph.D., are our incoming CREATE Newsletter co-editors. Dr. Block and Dr. Wilson are excited to share unique contributions on student learning, development and achievement in PK-12 schools, institutes of higher education and other educational settings from CREATE members. Sharing diverse perspectives on education from varying vantage points in higher education and public education, the co-editors strive to provide innovative ideas to promote the development and advancement of educational research and evaluation practices.

Dr. Tara Wilson

Dr. Corrie Rebecca Block

Copyright © 2020 | All rights reserved. | Newsletter Co-Editors: Dr. Tara Wilson & Dr. Corrie Rebecca Block 

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