Learning That's Made To Measure

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Learning that's made to measure

Embedded assessments gauge educators’ growth and impact

Vol. 38 No. 2

Thirty years ago, I served as a program evaluator for the California International Studies Project, a consortium led by Stanford University that included world affairs organizations, colleges, universities, and county education offices. The project provided K-12 educators with access to some of the best international studies resources and professional learning programs. Offerings included 80 to 100 program hours during the year, three-week summer institutes, study tours abroad, and fellowships. One of my responsibilities was to evaluate the impact of these programs — mostly on teachers, but sometimes on students. Many of the programs aimed at improving cross-cultural awareness, perspective taking, and conflict resolution. Despite a thorough search of assessment instruments, I was limited by tools that relied on perceptual and attitudinal data rather than assess

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Giselle O. Martin-Kniep (gisellemk@lciltd.org) is president and Rebecca Shubert (beccas@lciltd.org) is research assistant at Learner-Centered Initiatives in Garden City, New York.