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The paper synthesizes research, frameworks, and interviews to propose inclusive competency domains, multiple measurement purposes, and practical ideas for states, districts, learning communities, and families.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/defining-measuring-student-centered-outcomes-equitably-preparing-all-students/583576/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/defining-measuring-student-centered-outcomes-equitably-preparing-all-students/583576.png","ImageObject",300,407,{"name":42,"@type":43},"Jacob","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why does the report argue that measurement in education needs to change?","Question",{"text":63,"@type":64},"It contends that current measurement practices tied to accountability have narrowed curriculum and do not capture a full picture of what matters to prepare students equitably for success in college, career, civic participation, and life.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What research methods does the report use to develop its approach?",{"text":68,"@type":64},"It relies on a comprehensive literature search, an examination of 15 existing outcomes frameworks, and interviews with over 50 students, families, educators, policymakers, community advocates, researchers, and business owners.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the three main purposes of measurement discussed in the report?",{"text":72,"@type":64},"The report presents “Why Measurement? Three Main Purposes,” outlining how measurement should inform learning and school improvement as well as support accountability.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},583576,1792210806,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962084931830,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Defining & Measuring  \nStudent-Centered Outcomes  \nEquitably Preparing All Students for College, Career, Civic Participation, and Life  \nby Lars Esdal October 2018  \nEducation Evolving is a Minnesota-based, nonprofit, nonpartisan organization focused on improving educational opportunities and outcomes for all students, in particular those who are and have been traditionally underserved. Toward that end, our mission is to advance student-centered learning for all students, by supporting teachers designing and leading schools, and by advocating for policy that is open to [innovation. Read more at](innovation. Read more at www.educationevolving.org)[ www.educationevolving.org](innovation. Read more at www.educationevolving.org).  \nWe are immensely grateful to the more than 50 students, families, educators, policymakers, community advocates, researchers, and business owners we spoke to for this paper. We do not list them here since we asked them to speak candidly from their experience, and indicated we would not identify them by name, but each contributed in unique ways to the final product. Thankyou!  \nReport design by Marcus Penny.  \nContents  \nIntroduction and Context 4  \nPart 1: Defining Outcomes 5  \nStudent Learning Outcomes:  \nFour Key Competency Domains 6  \nA Call for Inclusive Definitions of Competency 6  \nDomain 1: Content Competencies 7  \nDomain 2: Cognitive Competencies 8  \nDomain 3: Social-Emotional Competencies 9  \nDomain 4: Navigational Competencies 10  \nOther Outcomes that Support Learning 11  \nOther Student Outcomes that Support Learning 11  \nOther School Outcomes that Support Learning 11  \nPart 2: Measuring Outcomes 13  \nWhy Measurement? Three Main Purposes 14  \nNine Measurement Strategies Commonly Used 15  \nAn Authentic, Integrated, Multi-measure System 18  \nPart 3: Moving Forward 20  \nThree Levels Inform a Full Set of Outcomes 21  \nSpecific Ideas for Moving Forward 22  \nIdeas for States 22  \nIdeas for School and District Learning Communities 25  \nIdeas for Individual Students and Their Families 28  \nConclusion 28  \nAppendix A: Research Methodology 29  \nEnd Notes 31  \nDefining & Measuring Student-Centered Outcomes | 3  \nIntroduction and Context   \nAs goes the adage, what gets measured gets done. This statement has proven true, over time and across  \nsectors.1 In education, the outcomes set for students and schools, and the measures used for those  \noutcomes, influence whether learning can truly be designed with students at the center.2  \nIn recent years, there has been an unprecedented focus on measurement and data in public education,  \nbeginning most notably with the 2002 passage of the No Child Left Behind Act (NCLB) and continuing  \nthrough the Every Student Succeeds Act of 2015 (ESSA) . To be sure, these policies have made important  \ncontributions. They brought attention to egregious and unacceptable inequities among students in very  \nimportant areas of academic achievement,3 and some analyses have shown modest student gains in  \ntested subjects over this period.4  \nAt the same time, these policies have had unintended consequences. The emphasis on assessments of reading and math has corresponded with a narrowing of curriculum to focus on these subjects,5 and data has come to be associated more with accountability than with improving teaching and learning. Perhaps most importantly, the measures emphasized in this era do not capture a full picture of what matters to equitably prepare all students for success in college, career, civic participation, and life.6  \nIt's time to expand how we define and measure student and school outcomes  \nTo be clear, we are not advocating to eliminate standardized tests. Rather, we assert it's time to expand how we define and measure student and school outcomes to also include broader and deeper sets of knowledge and skills that are valued by students, families, and communities,7 and are necessary for students’ success in the 21st century. And, it's time for assessment and dat","cbCaikhvQi3CVs21","https://ap.wps.com/l/cbCaikhvQi3CVs21","pdf",2182620,36,"English","# Introduction and Context\n# Part 1: Defining Outcomes\n## Student Learning Outcomes: Four Key Competency Domains\n## Other Outcomes that Support Learning\n# Part 2: Measuring Outcomes\n## Why Measurement? Three Main Purposes\n## Nine Measurement Strategies Commonly Used\n## An Authentic, Integrated, Multi-measure System\n# Part 3: Moving Forward\n## Three Levels Inform a Full Set of Outcomes\n## Specific Ideas for Moving Forward\n# Appendix A: Research Methodology","[{\"question\":\"Why does the report argue that measurement in education needs to change?\",\"answer\":\"It contends that current measurement practices tied to accountability have narrowed curriculum and do not capture a full picture of what matters to prepare students equitably for success in college, career, civic participation, and life.\"},{\"question\":\"What research methods does the report use to develop its approach?\",\"answer\":\"It relies on a comprehensive literature search, an examination of 15 existing outcomes frameworks, and interviews with over 50 students, families, educators, policymakers, community advocates, researchers, and business owners.\"},{\"question\":\"What are the three main purposes of measurement discussed in the report?\",\"answer\":\"The report presents “Why Measurement? Three Main Purposes,” outlining how measurement should inform learning and school improvement as well as support accountability.\"}]","Defining & Measuring Student-Centered Outcomes - Equitably Preparing All Students | PDF",1792047775,91]