Open AccessWinsight ™ Assessment System: Preliminary Theory of Action
Author(s) -
Wylie E. Caroline
Publication year - 2017
Publication title -
ets research report series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.235
H-Index - 5
ISSN - 2330-8516
DOI - 10.1002/ets2.12155
Subject(s) - summative assessment , formative assessment , interim , computer science , action (physics) , logic model , set (abstract data type) , benchmark (surveying) , test theory , mathematics education , programming language , psychology , sociology , clinical psychology , social science , physics , archaeology , geodesy , quantum mechanics , psychometrics , history , geography
The Winsight ™ Assessment System integrates summative, interim (including both benchmark assessments and testlets), and formative assessment components initially focused on mathematics and English language arts ( ELA ) in Grades 3–8 and high school. This report provides a preliminary theory of action for the Winsight Assessment System. A theory of action illustrates the claims made about a program through a logic model (a diagram that links program components to intermediate and long‐term outcomes for various stakeholders) and a review of supporting literature for those claims. We first briefly describe the assessment and professional support components of the system, and then we identify 5 principles that undergird the theory of action and the logic model. We then present the logic model diagram and set of claims in the logic model that are ultimately intended to lead to improved student outcomes in the educational system. The report ends with a summary of logical, theoretical, and empirical evidence that supports these claims.