IES Blog

A newly released NCES First Look report, Response Process Data From the NAEP 2017 Grade 8 Mathematics Assessment (NCES 2020-068), introduces a new type of data—response process data—which was made available after the NAEP reading and math assessments transitioned from paper to digitally based assessments in 2017. These new datasets will allow researchers to go beyond analyzing students’ answers to questions as simply right or wrong; instead, researchers will be able to examine the amount of time students spend on questions, the pathways they take through the assessment sections, and the tools they use while solving problems. The new First Look report provides an overview of data that will be available when the restricted-use data files for the 2017 grade 8 mathematics response process data are released later this summer.

NAEP reporting has hinted previously at the promise of response process data. With the release of the 2017 mathematics assessment results, NCES included a feature on The Nation’s Report Card website to show the different steps students took while responding to a question that assessed their multiplication skills. The short video below shows that students used a total of 397 different sequences to group four digits into two factors that yield a given product. The most popular correct and incorrect answer paths are shown in the video. Response process data, such as those summarized in this example item, can open new avenues for understanding how students work through math problems and identifying more detailed elements of response processes that could lead to common math errors.

The First Look report describes the forthcoming data files that will enable researchers to access student response process data from two 30-minute blocks of grade 8 mathematics assessment questions (or a total of 29 test items) and a 15-minute survey questionnaire where students responded to questions about their demographic characteristics, opportunities to learn in and outside of school, and educational experiences. Researchers will be able to explore logs of the response process data collected from each student along with a file containing students’ raw responses and scored responses, time stamps, and demographics. In addition, researchers can explore a file that summarizes defined features of students’ interactions with the assessment, such as the number of seconds spent on specific questions or the number of times the calculator was opened across all students.

To explore this response process dataset, interested researchers should apply for a restricted-use license and request access to the files through the NCES website. By providing this dataset to a wide variety of researchers, NCES hopes to encourage and enable a new domain of research on developing best practices for the use and interpretation of student response process data.

By Jan Marie Alegre and Robert Finnegan, Educational Testing Service

With a 2011 IES development grant, researchers at Rush University Medical Center, led by Clark McKown, created SELweb, a web-based system to assess the social-emotional skills in children in Kindergarten to Grade 3. The system (watch the video demo) includes illustrated and narrated modules that gauge children’s social acceptance with peers and assess their ability to understand others’ emotions and perspectives, solve social problems, and self-regulate. The system generates teacher reports with norm-referenced scores and classroom social network maps. Field trials with 8,881 children in seven states demonstrate that system produces reliable and valid measures of social-emotional skills. Findings from all publications on SELweb are posted here.

In 2016, with support from the university, McKown launched a company called xSEL Labs, to further develop and ready SELweb for use at scale and to facilitate the launch SELweb into the school marketplace. SELweb is currently used in 21 school districts in 16 states by over 90,000 students per year.

Interview with Clark McKown of Rush University Medical Center and xSEL Labs

From the start of the project, was it always a goal for SELweb to one day be ready to be used widely in schools?

With a 2010 measurement grant award and a 2010 Reading for Understanding subaward from IES, a team at Florida State University (FSU) led by Barbara Foorman, developed a web-based literacy assessment for Kindergarten to Grade 12 students.

Years of initial research and development of the assessment method, algorithms, and logic model at FSU concluded in 2015 with a fully functioning prototype assessment called RAPID, the Reading Assessment for Prescriptive Instructional Data. A body of research demonstrates its validity and utility. In 2014, to ready the prototype for use in schools and to disseminate on a wide-scale basis, FSU entered into licensing agreements with the Florida Department of Education (FLDOE) to use the prototype assessment royalty-free as the Florida Assessment for Instruction in Reading—Florida Standards (FAIR-FS), and with Lexia Learning Systems LLC, a Rosetta Stone company (Lexia), to create its commercial solution: Lexia® RAPID™ Assessment program.  Today, RAPID (watch video) consists of adaptive screening and diagnostic tests for students as they progress in areas such as word recognition, vocabulary knowledge, syntactic knowledge and reading comprehension. Students use RAPID up to three times per year in sessions of 45 minutes or less, with teachers receiving results immediately to inform instruction.

RAPID is currently used by thousands of educators and students across the U.S. RAPID has been recommended in Massachusetts as a primary screening tool for students ages 5 and older, is on both the Ohio Department of Education List of Approved Screening Assessments and the Michigan Lists of Initial and Extensive Literacy Assessments.

Interview with Barbara Foorman (BF) of Florida State University and Liz Brooke (LB) of Lexia Learning  

From the start of the project, was it always a goal for the assessment to one day be ready to be used widely in schools?

BF: Yes!

How was the connection made with the Florida Department of Education?   

BF: FSU authors (Yaacov Petscher, Chris Schatschneider, and I) gave the assessment royalty-free in perpetuity to the FLDOE, with the caveat that they had to host and maintain it. The FLDOE continues to host and maintain the Grade 3 to 12 system but never completed the programming on the K to 2 system prototype. The assessment we provided to the FLDOE is called the Florida Assessment for Instruction in Reading (FAIR—FS).  We also went to FSU’s Office of Commercialization to create royalty and commercialization agreements.

How was the connection made with Lexia? 

BF: Dr. Liz (Crawford) Brooke, Chief Learning Officer of Lexia/Rosetta Stone, and Dr. Alison Mitchell, Director of Assessment at Lexia, had both previously worked at the Florida Center for Reading Research (FCRR). Liz served as the Director of Interventions, as well as a doctoral student under me, and Alison was a postdoctoral assistant in research. Both Liz and Alison had worked on previous versions of the assessment.

LB: Also, both Yaacov and Chris had done some previous work with me on the Assessment Without Testing® technology, which was embedded in our K to 5 literacy curriculum solution, the Lexia® Core5 Reading® program.

Did Lexia have to do additional R&D to develop the FSU assessment into RAPID as a commercial offering for larger scale use? Were resources provided?  

LB: To build and scale the FSU prototype assessment into a commercial platform, our team of developers worked closely with the developers at FSU to reprogram certain software application and databases. We’ve also spent the last several years at Lexia working to translate the valuable results that RAPID generates into meaningful, dynamic and usable data and tools for schools and educators.  This meant designing customized teacher and administrator reports for our myLexia® administrator dashboard, creating a library of offline instructional materials for teachers, as well as developing both online and in-person training materials specifically designed to support our RAPID solution.

BF: They also hired a psychometrician to submit RAPID to the National Center for Intensive Intervention, and had their programmers develop capabilities to support access to RAPID via iPads as well as through the web-based application.

What kind of licensing agreement did you (or FSU) work out?  

BF: The prototype assessment method, algorithms, and logic model that were used to develop RAPID are licensed to Lexia by FSU. Some of these may also be available for FSU to license to other interested companies.  Details of FSU’s licensing agreement terms to Lexia are confidential, however, royalties received by FSU through its licensing arrangements are shared between authors, academic units, and the FSU Research Foundation, according to FSU policies. (Read here for more about commercialization of FSU technologies and innovations.)

Does FSU receive royalties from the sale of RAPID?

BF: Yes. The revenue flows through FSU’s royalty stream—percentages to the three authors and the colleges and departments that we three authors are housed in.

What factors did Lexia consider when determining to partner with FSU to develop RAPID?

LB: We considered the needs of our customers and the fact that we wanted to develop and offer a commercial assessment solution that would provide a great balance between efficiency from the adaptive technology, but also insight based on an emphasis on reading and language skills. At Lexia, we are laser-focused on literacy and supporting the skills students need to be proficient readers. The value of the research foundation of the assessment was a natural fit for that reason. RAPID emphasizes Academic Language skills in a way that many other screening tools miss - often you’d need a specialized assessment given by a speech language pathologist to assess the skills that RAPID captures in a relatively short period of time for a whole classroom of students.

Describe how RAPID is marketed and distributed to schools?

LB: The Lexia RAPID Assessment was designed and is offered as a K-12 universal screening tool that schools can use up to three times per year. We currently offer RAPID as a software as a service -based subscription on an annual cost per license basis that can be either purchased per student or per school.  We also encourage schools that utilize RAPID to participate in a yearlong Lexia Implementation Support Plan that includes professional learning opportunities and data coaching specific to the RAPID solution, to really understand and maximize the value of the data and instructional resources that they receive as part of using RAPID.

Do you have advice for university researchers seeking to move their laboratory research into wide-spread practice?

BF: Start working with your university’s office of commercialization sooner than later to help identify market trends and create Non-Disclosure Agreements. In the case of educational curricula and assessments, researchers need to be (a) knowledgeable about competing products, (b) able to articulate what’s unique and more evidence-based than the competitors’ products, and (c) know that educators will find their product useful.

LB: As Barbara noted, it is critical to identify the specific, real-world need that your work is addressing and to be able to speak to how that’s different than other solutions out there.  It’s also really important to make sure that the research you’ve done has really validated that it does meet the need you are stating, as this will be the foundation of your claims in the market.

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Barbara Foorman, Ph.D., is the Frances Eppes Professor of Education, Director Emeritus of FCRR, and Director of the Regional Educational Laboratory Southeast at FSU. Barbara is an internationally known expert in reading with over 150 peer reviewed publications. Barbara was co-editor of the Journal of Research on Educational Effectiveness and is a co-founder and on the board of the Society for Research on Educational Effectiveness

Liz Brooke, Ph.D., CCC-SLP is the Chief Learning Officer for Rosetta Stone/Lexia Learning. Dr. Liz Brooke is responsible for setting the educational vision for the company's Language and Literacy products, including the Adaptive Blended Learning (ABL) strategy that serves as the foundation for Rosetta Stone’s products and services. Liz has been working in the education sector for over 25 years and has been published in several scholarly journals. Liz joined Lexia in 2010. Prior to that, she worked as the Director of Interventions at the FCRR and she has also served as a speech-language pathologist at Massachusetts General Hospital and in the public school setting. Liz began her career in the classroom as a first-grade teacher.

This interview was produced by Edward Metz of the Institute of Education Sciences. This post is the second in an ongoing series of blog posts examining moving from university research to practice at scale in education.

Social and emotional learning (SEL) has been embraced by many schools and districts around the country. Yet in the rush to adopt SEL practices and support student SEL competencies, educators often lack assessment tools that are valid, reliable, and easy to use.

Washoe County School District in Nevada has moved the needle on SEL assessment with support from an IES Researcher-Practitioner Partnership grant. The district partnered with the Collaborative for Academic, Social, and Emotional Learning (CASEL) to develop the Social and Emotional Competency Assessments (WCSD-SECAs)—free, open-source instruments that schools can use to measure SEL competencies of students in 5^th through 12^th grade.

Long and short versions of the SECA are available to download from the school district’s website, along with a bank of 138 items across 8 SEL domains that schools around the country can use to modify SECA assessments for their local context. The long-form version has been validated and aligned to the CASEL 5 SEL competency clusters and WCSD SEL standards (self-awareness, self-management, social awareness, relationship skills, and responsible decision making). The assessment is also available in Spanish, and the Metro Nashville Public schools offer the assessment in 8 additional languages.  

Students complete the long-form SECA as part of Washoe’s Annual Student Climate Survey by rating how easy or difficult SEL skills are for them. Under the Social Awareness domain, students respond to items such as “Knowing what people may be feeling by the look on their face” or “Learning from people with different opinions than me.” Under the Responsible Decision Making domain, students rate themselves on skills such as “Saying ‘no’ to a friend who wants to break the rules” and “Thinking of different ways to solve a problem.”

The SECA is one component of Washoe County’s larger School Climate Survey Project that is marking its 10^th anniversary this year. Washoe provides district-level and school-level reports on school climate to support the district’s commitment to providing safe, caring, and engaging school environments for all of Washoe’s students and families.  

Written by Emily Doolittle, NCER’s Team Lead for Social Behavioral Research

The Program for International Student Assessment (PISA) is a study of 15-year-old students’ performance in reading, mathematics, and science literacy that is conducted every 3 years. The PISA 2018 results provide us with a global view of U.S. students’ performance compared with their peers in nearly 80 countries and education systems. In PISA 2018, the major domain was reading literacy, although mathematics and science literacy were also assessed.

In 2018, the U.S. average score of 15-year-olds in reading literacy (505) was higher than the average score of the Organization for Economic Cooperation and Development (OECD) countries (487). Compared with the 76 other education systems with PISA 2018 reading literacy data, including both OECD and non-OECD countries, the U.S. average reading literacy score was lower than in 8 education systems, higher than in 57 education systems, and not measurably different in 11 education systems. The U.S. percentage of top performers in reading was larger than in 63 education systems, smaller than in 2 education systems, and not measurably different in 11 education systems. The average reading literacy score in 2018 (505) was not measurably different from the average score in 2000 (504), the first year PISA was administered. Among the 36 education systems that participated in both years, 10 education systems reported higher average reading literacy scores in 2018 compared with 2000, and 11 education systems reported lower scores.

The U.S. average score of 15-year-olds in mathematics literacy in 2018 (478) was lower than the OECD average score (489). Compared with the 77 other education systems with PISA 2018 mathematics literacy data, the U.S. average mathematics literacy score was lower than in 30 education systems, higher than in 39 education systems, and not measurably different in 8 education systems. The average mathematics literacy score in 2018 (478) was not measurably different from the average score in 2003 (483), the earliest year with comparable data. Among the 36 education systems that participated in both years, 10 systems reported higher mathematics literacy scores in 2018 compared with 2003, 13 education systems reported lower scores, and 13 education systems reported no measurable changes in scores.  

The U.S. average score of 15-year-olds in science literacy (502) was higher than the OECD average score (489). Compared with the 77 other education systems with PISA 2018 science literacy data, the U.S. average science literacy score was lower than in 11 education systems, higher than in 55 education systems, and not measurably different in 11 education systems. The average science literacy score in 2018 (502) was higher than the average score in 2006 (489), the earliest year with comparable data. Among the 52 education systems that participated in both years, 7 education systems reported higher average science literacy scores in 2018 compared with 2006, 22 education systems reported lower scores, and 23 education systems reported no measurable changes in scores.

PISA is conducted in the United States by NCES and is coordinated by OECD, an intergovernmental organization of industrialized countries. Further information about PISA can be found in the technical notes, questionnaires, list of participating OECD and non-OECD countries, released assessment items, and FAQs.

By Thomas Snyder