This study investigated the violation of local independence assumptions within unidimensional item response theory (IRT) models.

This study investigates the impact of a teacher professional development (PD) program in rural Rwanda, part of a randomized controlled trial of Save the Children’s early literacy intervention, “Literacy Boost.”

Beth Tarasawa and colleagues share research-based assessment practices that support classroom learning.

Strategies from the Multnomah County Partnership for Education Research can help strengthen student-teacher relationships and improve student achievement.

Learning styles (LS) have been used for classifying students by their preferences relative to taking information in, processing it and demonstrating their ability in the context of education. This paper investigates the role of LS in K-12 education by considering the manner in which student LS are assessed and the extent to which they have informed K-12 instruction.

Evidence that suggests principals’ knowledge and skills in relation to assessment leadership—such as incorporating professional development, use of assessment data in classroom planning, and nurturing professional collaboration on matters of student achievement and instruction—are of fundamental importance to building assessment literacy among their teachers.

This article details the early kindergarten transition (EKT) program evaluation study conducted by a university–district partnership, as well as testimony from district leadership on the utility of the research deliverables and the longterm benefits of the research collaboration.