This presentation explores follow-up data from 140 high school seniors who participated in either a week long traditional JROTC leadership camp or a STEM infused camp during the summer after their 9th or 10th grade year. The presentation focuses on uncovering the varying impacts of this short-term experience and the contextual factors that support them.

Process evaluation results will be highlighted related to the degree of implementation of standards-based grading and reporting practices of a suburban public STEM high school in the Northwest United States. The assessment results of course grade books, school handbook policies, course syllabi and course classroom assessments will be shared.

This study captures the perceptions and experiences of aspiring educational leaders enrolled in a leading for equity and social justice course in a university preparation program through the use of critical reflection and autobiographical narratives as a pedagogical tool. Findings explore themes related to their developing social just and equity orientations through (1) Recognizing systems of injustice within the school context; (2) Positionality awareness enhances relationship building in leading for equity and social justice; and (3) Historical perspectives within equity and social justice literature shifted perceptions of identity and leadership.

The Joint Committee on Standards for Educational Evaluation (JCSEE) consists of representatives from key educational organisations in Canada and the USA. The JCSEE has a mandate to develop and disseminate standards to meet the needs of educational evaluation, including program, personal and student evaluation. Don Klinger and Barbara Howard have led two task forces to develop Standards for the JCSEE, and they have had the opportunity to carefully consider what it means to develop socially just and inclusive models of educational evaluation.

We surveyed teachers across the United States (n=830) to understand how K-12 teachers were experiencing burnout following the COVID-19 pandemic. Linear regression findings suggest that job satisfaction, administrative support, student mental health, and teacher burnout all significantly predicted both teacher morale and mental health.

We share findings from a project in which researchers and teachers collaborated to construct a standardized classroom assessment whose content was grounded in the culture and identity of Boston Public Schools students. Includes both the process by which the assessment was constructed and feedback from students who took the form.

More than two decades of school-, district- and state-level evidence make it clear that lower-achieving students rarely if ever sustain greater than average growth rates unless their higher-achieving counterparts do the same. The presentation summarizes this evidence and describes its implications for practice in closing chronic opportunity gaps.

While purposes and desired outcomes of education have long been debated, much of schooling has been the sharing of facts and processes for students to learn. What should education look like now that children carry the knowledge of a million libraries around in their pockets?

In support of socially just assessment and evaluation, the Virginia Quality Criteria Review Tool (VQCRT) for Performance Assessments can be used to examine performance assessments for elements of bias and sensitivity to the community of students. This session presents one study that implemented the use of this tool.

Presenters share an interdisciplinary model for assessing climate science through stories that disarm defenses, challenge assumptions, and motivate change. We urge educators to take up the mission of preparing climate literate students who will recognize the disproportionate impact of climate change as gross injustice and understand how to confront it.

The assessment of students is a critical element to the teaching-learning cycle (Drost & Levine, 2015; Lunenburg & Lunenburg, 2015; Schmoker, 2018; Stiggins, 2008; Tyler, 1949). For the last twenty-five years, assessment design has been continually reported as a weakness among teachers (DeLuca & Bellara, 2013; DeLuca, Chavez, Bellara & Cao, 2013; Popham, 2020; Stiggins & Conklin, 1992). Drost & Levine (2021) examined strategies for teaching assessment design utilized by 87 individuals in the United States. In this collaborative interactive session, the presenter will provide a brief review of the research in support of teaching teachers assessment literacy. This will follow with a model and share out of some of the strategies that were learned in this empirical study that allow teachers to develop effective classroom practices.

To explore how theory is taught in program evaluation coursework, we surveyed university instructors (n=57). They shared how they taught about theory, the textbook(s) they selected, and the rationale for selecting them. We also reviewed the textbooks instructors identified for whether and to what extent theory was covered.

This session will provide a process for partnering with community stakeholders to develop math assessment items that are reflective of students’ cultures in the context and lived experiences of their daily lives. This discussion will explore the potential impact of culturally relevant math item stimuli on student test-taking experiences.

This session will explore how an awareness of the need to honor diverse cultural experiences, and the need for all students to trust in and not feel threatened by assessment practices, can help classrooms cultivate healthy assessment practices for all learners. Topics include performance assessment, formative feedback, and equitable grading.

Case study results related to an initial teacher preparation program integrating the learning science principle deepening meaning and learning using examples and non-examples to deepen student schema will be shared. Results from an analysis of 30 student teacher lesson plans (written plan and video of implementation) will be highlighted.

In this round table conversation, we will share what Wake County Public School System and Cumberland County Schools have learned from their experiences researching and implementing micro-credentials as an assessment tool to gauge educators’ skill sets.

This session will describe how the PrimeD framework integrates evaluation and research into the professional development of mathematics teachers. Special attention will be given to the connections between robust evaluation and research plans and the quality of the professional development experience.

If we are to take seriously our aims of socially just assessment and evaluation, we must first be willing to uncover the insidious ways that White supremacy is rooted in the systems. The purpose of this paper is to investigate the racist genesis of today’s widespread assessment and evaluation practices.

Fairness is central to how students, teachers, and other stakeholders perceive classroom assessment. This study examines how 289 preservice teachers conceptualize assessment fairness, drawing on participants’ qualitative responses and exploratory factor analysis of the Classroom Assessment Fairness Inventory (CAFI). The findings directly inform ongoing efforts toward socially just assessment.

Grades gatekeep opportunities for students, yet they lack reliability, validity, and can be biased. The purpose of this study will be to apply Pantic’s model of teacher agency for social justice to leverage the domains of purpose, competence, autonomy, and reflexivity in professional learning to improve teacher agency for equitable grading.

This study shows how community history projects conducted by small groups of middle school students can influence their understanding of community and belonging to the local community. Influence was determined from students’ own understanding of community and belonging revealed by individual community mapping projects in a civics and geography classroom.

This evaluation sought to understand parent and teacher experiences, as well as why parents enrolled their child(ren) at a STEM-based preschool. As such, we conducted surveys, focus groups, and observations. Findings indicate that parents are satisfied with the school overall and would enroll another child there in the future.

While much research has examined problematic identification methods in the field of gifted education, only a few have analyzed the curriculum that is prescribed. To address this gap, researchers will conduct a Culturally Responsive Evaluation of a popular gifted English Language Arts (ELA) curriculum and identify related emerging themes.

Focusing on an undergraduate course titled Introductory Engineering Design at a public university in the US, this formative curriculum evaluation intends to examine self-efficacy in engineering, the first medium outcome of the course, and to improve future implementation.