Center for Research, Evaluation, and Assessment
Collaborative Research Projects
The Research Unit of the Center for Research, Evaluation and Assessment collaborates with other NWREL Centers and Programs, and with other institutions, on research and evaluation studies that inform education policy and practice.
In addition to providing design and analysis consultation and other research and evaluation services, the Research Unit conducts independent studies using a mix of advanced quantitative and qualitative methods. We also provide professional development institutes on the design of projects that include research or evaluation components.
For more information, please contact Michael Coe, Research Unit Director.
Current and recent studies include the following:
Models of Evaluation and Research for Educational Technologies
This study examines patterns in the design of 60 educational technology efforts, including projects funded by National Science Foundation, the U.S. Department of Education program on Enhancing Education Through Technology (EETT), and others. NWREL staff members work with the directors and key staff of these projects, developing a management and evaluation design for each project, and clarifying hypotheses that could be answered in each case by well designed research. After a model is derived for each project, patterns across the projects will be examined. The study will identify typical project and research designs that can serve as a basis for improved evaluation and research in future educational technology funding efforts.
This research is funded by the National Science Foundation.
An Investigation of the Impact of a Traits-Based Writing Model on Student Achievement
This five-year, multi-site experimental study examines the impact of a writing intervention on the performance of 5th grade students. The intervention, 6+1 Trait® Writing, is focused on an approach to formative assessment that aids in planning and revising student writing; it can be used in conjunction with a variety of writing curricula and specific approaches to writing instruction.
This study is funded by the Institute for Education Sciences.
Enhancing Education Through Technology
We have conducted an ongoing series of independent studies of educational technology efforts, funded through EETT and other federal and state programs, including national efforts as well as projects in Alaska, Idaho, Montana, Washington, Oregon, California, Wyoming, Kansas and Maryland. We have also provided professional development institutes in project design and evaluation research for grant writers and EETT grantees in Alaska, Idaho and Montana. These studies build on earlier work evaluating projects that were developed through the Technology Innovation Challenge Grant and Technology Literacy Challenge Fund programs and the Preparing Tomorrow’s Teachers to Use Technology program. We also provide research and evaluation studies for providers of online high school and college courses.
Culturally Based Education
The Center for Research, Evaluation and Assessment is conducting a series of projects focused on the education of Native American and Alaska Native students. To date, these efforts have involved preliminary work to establish a foundation for rigorous research on the use of Culturally Based Education in Native communities.
One preliminary study, funded by the U.S. Department of Education’s Institute of Education Sciences, studied the feasibility of conducting experimental research in existing CBE schools, to assess the effects of instruction based in Native language and culture on the academic achievement of Native students. NWREL carried out this research in collaboration with the National Indian School Board Association, the National Indian Education Association, Haskell Indian Nations University, and several nationally known researchers in Native education. The report, along with related resources for American Indian and Alaska Native educators, can be downloaded here.
Continuing work in this area includes the development of measurement tools to define the extent to which culturally based methods are present in schools serving Native students.