SRI worked with two state consortia to design items for alternate assessments. This work advanced how the learning of students with significant cognitive disabilities is assessed.
Through A4L, we are exploring the measurement of noncognitive factors, learning processes, and learning behaviors in digital learning environments.
SRI is developing classroom assessments to help teachers diagnose student learning in chemistry.
Improving classroom assessment is potentially one of the most powerful ways to improve student achievement. To realize such gains, however, teachers must use classroom assessments formatively, that is, to adjust and improve instruction.
The ECO Center assisted state agencies in building measurement systems for programs serving infants, toddlers, and preschoolers with disabilities and their families. The center provided technical assistance to support states in developing high-quality child and family outcome measurement systems.
SRI studied the quality of child outcomes data reported by states to the federal government under Part C and Part B Preschool services of the Individuals with Disabilities Education Act (IDEA) with a grant from the Institute of Education Sciences at the US Department of Education.
SRI is working with two research partners and a 10-state consortium to enhance and implement a developmentally appropriate K-3 formative assessment that will fit within and inform everyday classroom instruction.
SRI is validating a web-based diagnostic physics classroom assessment tool.
SRI and its partner are building on a groundbreaking scientific study of how public media materials can help low-income preschoolers develop key early literacy skills.
SRI is researching the inferential validity, reliability, and effectiveness of formative assessments embedded within games.
The InnovaTE3 curriculum uses a cradle-to-cradle paradigm (rather than cradle to grave) to intrigue and challenge high school girls to develop ecologically sustainable innovations.
An SRI team studied how young children with and without learning disabilities think about and learn important concepts in mathematics
SRI documented the experiences of a national sample of students as they moved from secondary school into adult roles.
A multi-institutional collaborative is developing classroom-ready assessment tasks for teachers to gain insights into their students’ proficiency with the Next Generation Science Standards
Conventional tests often fail to measure what is most important in student learning. Since 2001, SRI has been measuring important knowledge, skills, and abilities in science.
SRI documented the processes, accomplishments, challenges, and solutions of four states implementing KEAs and to share results with federal and state policymakers.
SRI is providing high-quality assessments of the Exploring Computer Science program.
The SAVE framework supports training in virtual environments through automated assessment of learner performance and tools for content authoring.
SRI is integrating best practices in technology-supported instructional design and formative assessment to study students’ conceptual understanding of genetics.
STORE uses Google Earth to help students investigate projected climate changes in their own areas.
SRI evaluated the impact of teachers’ participation in a professional development intervention to improve teachers’ knowledge, attitudes, and instructional strategies in math across preschool to third grade classrooms.
SRI is studying the integration of computer science and mathematics concepts in a middle school course, with a goal to explain students' learning of four concepts that are part of both disciplines.