Measurement Study

Year 2 Conference | Measurement Study Presentation

Measurement Study presentation from C-SAIL's first annual "A Conversation on College- and Career-Readiness Standards" in November 2016.

Developing New Measures of Teachers' Instruction: Part 2

One of the guiding questions for C-SAIL’s Measurement Study is, “How reliably can raters code the content of teachers’ assignments and assessments?”

We find that raters can code mathematics assignments quite reliably, but that they struggle to code English language arts (ELA) assignments. In this post, we discuss why we think this finding is important and what the implications are for our and others’ work.

Developing New Measures of Teachers’ Instruction: Part 1


Do teacher logs accurately reflect end-of-year surveys? (Photo: Twenty20)

Over the last two years, I have been leading C-SAIL’s measurement work. This is the first of three posts in which I will describe what we’ve been doing and what we’ve found so far.

Teacher Survey of Enacted Curriculum: ELA

For our Feedback on Alignment and Support for Teachers (FAST) Study, we are using teacher surveys and logs based on the Surveys of Enacted Curriculum (SEC). These tools have been developed and refined over the years for use in measuring teachers' instruction and the content of curriculum, standards, and assessments. They measure instruction at the intersection of specific topics and levels of cognitive demand.

Teacher Survey of Enacted Curriculum: Mathematics

For our Feedback on Alignment and Support for Teachers (FAST) Study, we are using teacher surveys and logs based on the Surveys of Enacted Curriculum (SEC). These tools have been developed and refined over the years for use in measuring teachers' instruction and the content of curriculum, standards, and assessments. They measure instruction at the intersection of specific topics and levels of cognitive demand.