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[{"projectLeads": "Matthew Gaertner, Katie McClarty", "shortTitle": "College Readiness Index", "businessUnit": "school", "projectGoal": "<ol><li>Develop an algorithm that can be used in middle school to predict college readiness by the end of high school. </li><li>The index will have six sub-components, corresponding to six factors that influence college readiness--academic achievement, motivation, behavior, social engagement, family circumstances, and school characteristics. </li><li>Students will receive an overall indicator as well as indicators for each sub-component.</li><li>In 2015, the focus of the research will be on district reports and peer-reviewed publications.</li></ol>", "related": "http://researchnetwork.pearson.com/wp-content/uploads/RiA_MSCRI_pk_v2.pdf", "leadEmail": "matthew.gaertner@pearson.com, katie.mcclarty@pearson.com", "externalPartners": "Gwinnett County Public Schools, Atlanta Public Schools, Northside Independent School District", "researchType": "Innovation", "subSection": "northAmerica", "internalPartners": "Malena McBride, Soo Ingrisone, Pearson Assessment Center", "isVisible": "true", "projectResults": "<ol><li>Capitalizing on a diversity of factors, the middle school index provides more accurate forecasts of college outcomes than SAT scores.</li><li>Using a national dataset, developed the overall algorithm and weights for each factor.</li><li>Results suggest academic achievement is important to college readiness, but motivation and behavior are critical as well. Together, motivation and behavior exert more influence on college readiness than achievement does.</li><li>Divided both the overall index and its sub-components into successive categories of college readiness. Each category has a conceptual definition, which makes these college readiness levels more interpretable for end users than raw index values. </li></ol>", "fullTitle": "Middle School College Readiness Index", "stage": "M", "id": "2CCS", "icon": "CC"}, {"projectLeads": "Maryam Tager, Yigal Rosen", "shortTitle": "21st Century Skills", "businessUnit": "school higherEd", "projectGoal": "<ol><li>Develop innovative, computer-based assessments of 21st century skills (i.e. critical thinking, creativity, and collaborative problem solving).</li><li>Assess students in a variety of authentic contexts that are relevant internationally.</li><li>Develop technology tools that can capture students' use of 21st century skills.</li></ol>", "related": "http://researchnetwork.pearson.com/wp-content/uploads/CollaborativeProblemSolvingResearchReport.pdf, http://researchnetwork.pearson.com/wp-content/uploads/CreativityAssessmentResearchReport.pdf, http://researchnetwork.pearson.com/wp-content/uploads/CriticalThinkingAssessmentResearchReport.pdf", "leadEmail": "maryam.tager@pearson.com, yigal.rosen@pearson.com", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "<ol><li>The assessment tasks were piloted in six countries. </li><li>Results suggest that an evidence-centered concept map is a useful online tool for capturing student critical thinking. In addition, students had similar experiences collaborating with a human partner as they did collaborating with a simulated computer partner.</li><li>This study provides the basis for future development of 21st century skills assessments. The assessment tasks could be incorporated into other products or services and can also be used in development of instructional materials or teacher professional development.</li></ol>", "fullTitle": "21st Century Skills", "stage": "E", "id": "3CCS", "icon": "CC"}, {"projectLeads": "Matthew Gaertner", "shortTitle": "Class-Based Affrm Act", "businessUnit": "higherEd", "projectGoal": "Develop, implement, and evaluate the impact of class-conscious college admissions policies on institutional diversity and student outcomes.", "related": "http://www.insidehighered.com/news/2013/05/15/study-suggests-class-based-affirmative-action-could-increase-racial-diversity, http://www.theatlantic.com/education/archive/2013/10/what-if-colleges-embraced-affirmative-action-for-class-instead-of-race/280733/, http://www.insidehighered.com/audio/2013/07/22/race-class-and-fisher-ruling, http://www.huffingtonpost.com/2013/07/02/cu-boulder-affirmative-action-alternative_n_353603, http://chronicle.com/blogs/innovations/colorados-affirmative-action-experiment/27024, http://www.insidehighered.com/views/2013/07/08/essay-calls-consideration-class-affirmative-action#sthash.OzilrFUi.dpbs", "leadEmail": "matthew.gaertner@pearson.com", "externalPartners": "University of Colorado Boulder", "researchType": "Thought Leadership", "subSection": "northAmerica", "internalPartners": "Higher Education", "isVisible": "true", "projectResults": "<ol><li>Developed the Disadvantage and Overachievement Indices at the University of Colorado Boulder and implemented in their admissions policies in 2013.</li><li>These indices provide additional consideration in the admissions process for students who have faced obstacles to higher education enrollment and achieved beyond their circumstances. </li><li>Using these indices increased socioeconomic diversity and maintained racial diversity in admissions. </li><li>Research in press suggests class-based admits will perform reasonably well in college, particularly those identified by the Overachievement Indices.</li></ol>", "fullTitle": "Class Based Affirmative Action", "stage": "E", "id": "4CCS", "icon": "CC"}, {"projectLeads": "Jennifer Kobrin", "shortTitle": "Learning Progressions", "businessUnit": "school", "projectGoal": "<ol><li>Conduct research on the psychometric modeling of learning progressions to determine which methods produce the most reliable and valid placement of students on a learning progression.</li><li>Work with teachers to understand how they make sense of learning progressions and what inferences they make from assessments that are linked to learning progressions.</li></ol>", "related": "", "leadEmail": "jennifer.kobrin@pearson.com", "externalPartners": "University of Colorado Boulder, Michigan State University", "researchType": "Research", "subSection": "northAmerica core", "internalPartners": "", "isVisible": "true", "projectResults": "<ol><li>Used the Attribute Hierarchy Method (AHM) to model assessment data linked to a learning progression on force and motion, and the fit of the model was evaluated. Results suggest AHM may not be the best approach for exploratory modeling of learning progressions. </li><li>Teachers' think-aloud interviews as they interacted with score reports of students' performance on assessments linked to the learning progression provided insight into their understanding and inferences regarding students' level of conceptual knowledge of force and motion, and what refinements to the learning progression, assessments, and reporting tool are needed.</li></ol>", "fullTitle": "Learning Progressions Modeling and Reporting", "stage": "B", "id": "5CCS", "icon": "CC"}, {"projectLeads": "Matthew Gaertner, Katie McClarty", "shortTitle": "Effects of Algebra II", "businessUnit": "school", "projectGoal": "Answer the questions: <ol><li>What is the effect of taking Algebra II on college and career outcomes?</li><li>Is taking Algebra II in high school as important for careers as it is for college?</li></ol>", "related": "http://link.springer.com/article/10.1007%2Fs11162-013-9322-7 http://researchnetwork.pearson.com/wp-content/uploads/AlgebraIIRHE.pdf", "leadEmail": "matthew.gaertner@pearson.com, katie.mcclarty@pearson.com", "externalPartners": "Dr. Stephen DesJardins, University of Michigan", "researchType": "Thought Leadership", "subSection": "northAmerica", "internalPartners": "", "isVisible": "true", "projectResults": "<ol><li>Findings indicate that Algebra II has a strong impact on success in college but weaker effects for those entering the workforce directly after high school.</li><li>The effect of Algebra II also seems to be diminishing over time, suggesting the course has been watered down to avoid high failure rates.</li><li>This has raised Pearson's research profile, with results published in Research in Higher Education in March 2014 and received an award from the American Institutes for Research (AIR). </li></ol>", "fullTitle": "Effect of Algebra II on College and Career Outcomes", "stage": "E", "id": "6CCS", "icon": "CC"}, {"projectLeads": "Hua Wei", "shortTitle": "Text Cmplx & Careers", "businessUnit": "professional school higherEd", "projectGoal": "Answer the questions: <ol><li>Do career texts require at least college- and career-ready level of reading proficiency?</li><li>Does the complexity level of career texts vary with the level of education and preparation needed for the career?</li></ol>", "related": "http://researchnetwork.pearson.com/wp-content/uploads/RiA_TestComplexity_pk_v21.pdf", "leadEmail": "hua.wei@pearson.com", "externalPartners": "", "researchType": "Research, Innovation", "subSection": "northAmerica", "internalPartners": "", "isVisible": "true", "projectResults": "<ol><li>Reading materials for all jobs were at least at the college- and career-ready level of the Common Core State Standards (CCSS), including careers that required no more than a high school education (e.g., waiter, taxi driver).</li><li>The complexity of texts generally increased as the education requirements of the job increased. However, there were some texts requiring very little education that were as complex as texts designed for workers with a graduate degree.</li></ol>", "fullTitle": "Text Complexity and Careers (College & Career Success)", "stage": "E", "id": "7CCS", "icon": "CC"}, {"projectLeads": "Peter Conforti", "shortTitle": "Dev Ed Reform Review", "businessUnit": "higherEd", "projectGoal": "Review the current research literature on developmental education reform efforts including descriptions of program features, examples of implementation, and evidence of efficacy.", "related": "http://researchnetwork.pearson.com/wp-content/uploads/Developmental-Education.pdf", "leadEmail": "peter.conforti@pearson.com", "externalPartners": "", "researchType": "Thought Leadership", "subSection": "northAmerica", "internalPartners": "Jonell Sanchez, College and Career Readiness", "isVisible": "true", "projectResults": "The most recent paper reviews key features of reform efforts including accelerated and individualized instruction, co-requisite models, contextualized instruction, supplemental advising and counseling, and the Emporium model; concluding with recommendations for developmental education improvement.", "fullTitle": "Developmental Education Reform Literature Review", "stage": "E", "id": "8CCS", "icon": "CC"}, {"projectLeads": "Jennifer Kobrin", "shortTitle": "Insight", "businessUnit": "school", "projectGoal": "<ol><li>Address the challenges of the 21st century global classroom and impact the learner by improving our capability to develop data-driven, research-based, integrated systems for student learning and our understanding of teaching and learning across digital and face-to-face classroom contexts and across different countries and cultures. </li><li>Create a coordinated game, online performance tasks for students as well as teachers, classroom activities, instructional resources, professional development and reporting process we call a Student Profile. </li><li>Coordinate around a common mathematics learning progression at an elementary grade and developed over four iterations.</li></ol>", "related": "https://prezi.com/ewcuc3tfsbhq/learning-progression-1124/", "leadEmail": "jennifer.kobrin@pearson.com", "externalPartners": "Gwinnett County Public Schools; Kent Washington Schools, Sand Creek Elementary, GlassLab, Nicole Panorkou, Roy Levy, Eric Furtak, Russell Almond, Heidi Mauer", "researchType": "Research, Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "Doug McCollum, Learning Services, Diana Bourisaw, Inside Services and Directly Delivery, Jacob Pienaar, Learning Services, Susan Sclafani, Common Core System of Courses", "isVisible": "true", "projectResults": "<ol><li>One of the biggest gaps in the research on learning progressions is that it is not yet clear how learning progressions might support teachers in formative assessment and instruction. The Center for College & Career Success is focusing on research to learn what support and tools can help teachers use learning progressions to personalize instruction and assessment.</li><li>The research will result in understanding (1) how to help teachers use a learning progression to understand their students' thinking and how to personalize instruction; and (2) how teachers' inferences change over time with targeted professional development and support.</li><li>The research will be conducted in the United States and in another English-speaking country to learn whether the findings about teachers inferences from learning progressions-based assessments, and the impact of professional development generalize, and if not, what factors limit the generalization.</li></ol>", "fullTitle": "Insight Learning System (College & Career Success)", "stage": "B", "id": "9CCS", "icon": "CC"}, {"projectLeads": "Katie McClarty", "shortTitle": "Effects of Grade Skipping", "businessUnit": "school", "projectGoal": "Evaluate the impact off grade skipping in elementary and middle school on later outcomes in high school, college, and the workforce.", "related": "", "leadEmail": "katie.mcclarty@pearson.com", "externalPartners": "", "researchType": "Thought Leadership", "subSection": "northAmerica", "internalPartners": "", "isVisible": "true", "projectResults": "<ol><li>Students who skip a grade perform just as well as (and in many cases better than) their new, older classmates. They earn higher grades and test scores, are more likely to earn various college degrees, and obtain jobs of higher prestige with higher salaries.</li><li>The effects of acceleration can be amplified by providing these gifted learners with other challenging educational opportunities such as Advanced Placement, other advanced coursework, instructional groups with other high-ability students, and gifted and talented programs.</li></ol>", "fullTitle": "Long-Term Effects of Grade Skipping", "stage": "M", "id": "10CCS", "icon": "CC"}, {"projectLeads": "Katie McClarty", "shortTitle": "Gifted Education Globally", "businessUnit": "school", "projectGoal": "Determine how gifted students are identified and served in various countries.", "related": "", "leadEmail": "katie.mcclarty@pearson.com", "externalPartners": "", "researchType": "Innovation, Thought Leadership", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "This research not only adds to our understanding of the conceptions of giftedness but also provides useful information to Pearson in strategizing about our development and offering of assessments and services. For example, South Africa does not identify a specific group of students as \"gifted.\" Rather, all children are served in the same education program, using a differentiation approach. Teacher professional development or instructional resources may be more useful here than identification assessments.", "fullTitle": "Practices for Identifying and Serving Gifted Learners Across the Globe", "stage": "B", "id": "11CCS", "icon": "CC"}, {"projectLeads": "Jennifer Kobrin", "shortTitle": "College and Career Readiness Globally", "businessUnit": "school", "projectGoal": "To better understand how different countries define and measure college and career readiness (CCR), to examine commonalities and differences across countries, and to use an existing framework or create a new framework to summarize and compare CCR definitions across the globe.", "related": "", "leadEmail": "jennifer.kobrin@pearson.com", "externalPartners": "", "researchType": "Innovation, Thought Leadership", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "This research will help Pearson strategize about development of products and services aligned to the ways in which different countries commonly define and measure college and career readiness. The research will also fill a gap in the literature, as there are currently no published papers or reports that describe and compare how different countries define college and career readiness.", "fullTitle": "College and Career Readiness Across the Globe", "stage": "B", "id": "12CCS", "icon": "CC"}, {"projectLeads": "Kristen DiCerbo", "shortTitle": "Games/Rich Environments", "businessUnit": "school", "projectGoal": "Demonstrate the use of data from rich learning environments to understand what learners know and can do.", "related": "http://simcityedu.org, http://argubot academy.org", "leadEmail": "kristen.dicerbo@pearson.com", "externalPartners": "GlassLab (EA, Institute of Play, ETS)", "researchType": "Innovation, Thought Leadership", "subSection": "northAmerica", "internalPartners": "Poptropica", "isVisible": "true", "projectResults": "<p>Released SimCityEDU (targeting systems thinking) and Mars Generation One (targeting ELA Common Core argumentation standards), using game evidence for assessment with middle school students.</p><p>This research has been well-received both in the trade and consumer publications, as well as supported internally and by respected organizations. The following work has raised the thought leadership profile of Pearson in terms of games and assessments:</p> <ol><li>Peer-reviewed journal articles published in Journal of Educational Technology & Society and Information Sciences</li><li>Published white paper for Gordon Commission on future of assessment.</li><li>Published white paper for the Gates Foundation-sponsored Learning Analytics Working Group.</li><li>Developed white paper for Pearson Office of Chief Education Advisor.</li><li>Received press coverage in USA Today, Wall Street Journal, and T.H.E. Journal.</li><li>Presented on games & assessment at the Gates Foundation.</li><li>Presented at ETS, the National Council for Measurement in Education, American Educational Research Association, the Games, Learning, and Society Conference, Learning Analytics Summer Institute, Educational Data Mining, Association of Test Publishers, and Society for Industrial and Organizational Psychology conferences.</li><li>Participated in workshop on technology and education by White House Office of Science Technology Policy.</li></ol>", "fullTitle": "Assessment in Rich Digital Learning Environments", "stage": "M", "id": "8DDAAL", "icon": "DD"}, {"projectLeads": "Kristen DiCerbo", "shortTitle": "Insight", "businessUnit": "school", "projectGoal": "<ol><li>Address the challenges of the 21st century global classroom and impact the learner by improving our capability to develop data-driven, research-based, integrated systems for student learning and our understanding of teaching and learning across digital and face-to-face classroom contexts and across different countries and cultures. </li><li>Create a coordinated game, online performance tasks for students as well as teachers, classroom activities, instructional resources, professional development and reporting process we call a Student Profile. </li><li>Coordinate around a common mathematics learning progression at an elementary grade and developed over four iterations.</li></ol>", "related": "", "leadEmail": "kristen.dicerbo@pearson.com", "externalPartners": "Gwinnett County Public Schools; Kent Washington Schools, Sand Creek Elementary, GlassLab, Nicole Panorkou, Roy Levy, Eric Furtak, Russell Almond, Heidi Mauer", "researchType": "Research, Research to Practice", "subSection": "northAmerica core growthventure", "internalPartners": "Doug McCollum, Learning Services, Diana Bourisaw, Inside Services and Directly Delivery, Jacob Pienaar, Learning Services, Susan Sclafani, Common Core System of Courses", "isVisible": "true", "projectResults": "", "fullTitle": "Insight Learning System (Digital Data, Analytics & Adaptive Learning)", "stage": "B", "id": "9DDAAL", "icon": "DD"}, {"projectLeads": "Yue-Mei Chien", "shortTitle": "Adaptive Testing", "businessUnit": "school", "projectGoal": "To enable TestNav 8 to deliver various adaptive and diagnostic assessments for the PARCC diagnostic contract.", "related": "https://neoconnect.pearson.com/groups/the-ark", "leadEmail": "yuehmei.chien@pearson.com", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica", "internalPartners": "", "isVisible": "true", "projectResults": "Will deliver various adaptive and diagnostic assessments for the PARCC diagnostic contract.", "fullTitle": "Computer Adaptive Testing Research and Development", "stage": "B", "id": "16DDAAL", "icon": "DD"}, {"projectLeads": "John Behrens", "shortTitle": "Data Visualization", "businessUnit": "professional school higherEd", "projectGoal": "Allow internal groups to better manage content (for example, items, activities, media objects) through visualization.", "related": "http://www.cddaal.us/overview/", "leadEmail": "john.behrens@pearson.com", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "Developed new interactive visualization techniques for managing item banks and Computer Adaptive Testing (CAT) parameter and constraint trade-offs.", "fullTitle": "Data Visualization for Content Management", "stage": "M", "id": "17DDAAL", "icon": "DD"}, {"projectLeads": "Tom McTavish", "shortTitle": "Error Analysis", "businessUnit": "professional school higherEd", "projectGoal": "Use digital data captured from online homework to identify error patterns.", "related": "", "leadEmail": "tom.mctavish@pearson.com", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "In large data sets, error types can be inferred from user responses. This will assist in developing online homework products.", "fullTitle": "Error Feature Extraction", "stage": "E", "id": "18DDAAL", "icon": "DD"}, {"projectLeads": "John Behrens", "shortTitle": "Template Difficulty Analysis", "businessUnit": "professional school higherEd", "projectGoal": "Automatic generation of items may lead to items with differing characteristics.", "related": "", "leadEmail": "john.behrens@pearson.com", "externalPartners": "University of Notre Dame", "researchType": "Research", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "Used statistical measurement models and visualizations to uncover instances where particular values generated in item templates led to significant differences in difficulty for the items. These procedures can and should be applied to template-based items whenever they are employed.", "fullTitle": "Template Difficulty Analysis", "stage": "E", "id": "19DDAAL", "icon": "DD"}, {"projectLeads": "Tom McTavish", "shortTitle": "Visualization for Analytics", "businessUnit": "professional school higherEd", "projectGoal": "Develop visualizations that help internal teams better understand learning outcomes.", "related": "http://www.cddaal.us/overview/", "leadEmail": "tom.mctavish@pearson.com", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "<ol><li>Developed methods for visualizing curriculum pathways, assisting in development of instructional products.</li><li>Developed prototypes of visualizations for use and interaction and learning and performance.</li></ol>", "fullTitle": "Data Visualization for Learning Analytics", "stage": "E", "id": "20DDAAL", "icon": "DD"}, {"projectLeads": "Kristen DiCerbo", "shortTitle": "Data Decision-Making", "businessUnit": "professional school higherEd", "projectGoal": "Understand how the ways data is displayed impacts decisions teachers make.", "related": "", "leadEmail": "kristen.dicerbo@pearson.com", "externalPartners": "", "researchType": "Research", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "The Center learned that teachers change their decisions from the same data as a function of display type, which will assist Pearson in developing product reporting features.", "fullTitle": "Impact of Data Visualization on Decisions", "stage": "E", "id": "21DDAAL", "icon": "DD"}, {"projectLeads": "John Behrens", "shortTitle": "Reporting Visualization", "businessUnit": "professional school higherEd", "projectGoal": "Develop broad view of necessary considerations in results communication and prototype interfaces.", "related": "", "leadEmail": "john.behrens@pearson.com", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "<ol><li>Created working prototype of visual and interactive interfaces based on data structures from curriculum-embedded learning support system using principles Human Computer Interaction (HCI) field research with customers.</li><li>Developed Framework for Assessments Results Communication that integrates previously disparate approaches of measurement/psychometrics, HCI, and data visualization.</li><li>Raised Pearson's profile in visualization by holding Institute of Play webinar about data visualization, presentating at SCASS meetings, and presenting at two symposia and a paper for NCME 2014.</li></ol>", "fullTitle": "Visualization for Reporting", "stage": "M", "id": "22DDAAL", "icon": "DD"}, {"projectLeads": "Kristen DiCerbo, John Behrens", "shortTitle": "Digital Ocean", "businessUnit": "professional school higherEd", "projectGoal": "Provide vision for how the use of digital data will transform learning and assessment.", "related": "", "leadEmail": "kristen.dicerbo@pearson.com, john.behrens@pearson.com", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "Release of white paper received 1.7 million media impressions and paper website has received over 1,100 hits. Internal interest in the paper is high, as evidenced by Pearson Canada's proposals to create discussion groups and events around it.", "fullTitle": "Impact of the Digital Ocean on Education", "stage": "E", "id": "23DDAAL", "icon": "DD"}, {"projectLeads": "Brad Ermeling", "shortTitle": "Teacher/Expert Partnerships", "businessUnit": "school higherEd", "projectGoal": "Explore the potential of collaborative partnerships with outside content experts (scientist, engineers, and industry professionals) as a means for infusing new resources and perspectives that might help teacher teams move beyond persistent images of traditional practice.", "related": "http://nctaf.org/learning-studios/", "leadEmail": "brad.ermeling@pearson.com", "externalPartners": "National Commission on Teaching and Americas Future (NCTAF)", "researchType": "Research, Thought Leadership", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "", "fullTitle": "Evaluating Teacher Partnerships with Outside Experts", "stage": "M", "id": "1EE", "icon": "EE"}, {"projectLeads": "Kathy McKnight", "shortTitle": "Contin. of Teaching Practices", "businessUnit": "school higherEd professional", "projectGoal": "<ol><li>Publish a report that identifies policies and initiatives, internationally, focused on developing career paths/continuums of practice models for teachers, attracting high-quality candidates to the profession, and retaining effective teachers long-term.</li><li>Perform a case study on 3-5 promising continuum models and generate a report that documents useful practices for implementing and sustaining a career path for effective teachers. </li><li>Develop a continuum model in collaboration with NNSTOY and Public Impact.</li></ol>", "related": "http://researchnetwork.pearson.com/educator-effectiveness/resources/career-pathways", "leadEmail": "kathy.mcknight@pearson.com", "externalPartners": "National Network of State Teachers of the Year (NNSTOY), Public Impact, National Institute for Excellence in Teaching (NIET), National Education Association (NEA)", "researchType": "Thought Leadership, Innovation", "subSection": "northAmerica core", "internalPartners": "", "isVisible": "true", "projectResults": "<ol><li>The Center and NNSTOY jointly released the full report and executive summary at the Fordham Institute in Washington DC on December 12, 2013, to about 100 attendees. The event was also live-streamed and has a recorded video with more than 400 YouTube views. It was well-received and well-covered in traditional and social media. Numerous blogs and tweets went out prior to, during, and after the event as well. As a result, the report raised Pearson's profile with teachers and advocacy organizations as a supporter of teacher career pathways.</li><li>For the second phase of the research, the Center will develop a framework for sustainable continuum models in conjunction with NNSTOY and Public Impact to share with schools, districts, and states. Data has been collected from three of five sites that are utilizing effective continuum models (TAP System in Knox County, TN; Aspire Charter Schools in Modesto, CA; DC LIFT in DC Public Schools). Data will be collected from Scottsdale, AZ and in New York City for the final two models. Public Impact is contributing up to three case studies to the report as well.</li></ol>", "fullTitle": "Continuums of Teachers Professional Practice", "stage": "M", "id": "12EE", "icon": "EE"}, {"projectLeads": "Kathy McKnight", "shortTitle": "Card Sort Evaluation", "businessUnit": "school higherEd professional", "projectGoal": "This is moving toward focusing on monitoring reflective practice in teacher teams & for individual teachers.", "related": "http://researchnetwork.pearson.com/educator-effectiveness/resources/career-pathways", "leadEmail": "kathy.mcknight@pearson.com", "externalPartners": "National Network of State Teachers of the Year (NNSTOY)", "researchType": "Research to Practice", "subSection": "northAmerica", "internalPartners": "", "isVisible": "false", "projectResults": "Psychometric properties such as Interrater reliability and internal consistency, as well as validity (as measured by the correlation with NBPTS scores) have been tested; software that allows a demo & initial use of the card sort method on a tablet (Android) has been completed for the Trilemma approach. Correlations between card sort scores and MET study teacher effectiveness data have been tested, but we have concerns about data quality (i.e. unsure if the MET videos we rated are correctly aligned with effectiveness data). That study was halted until U of MI aligns the videos with the data correctly, and uploads the videos we need.", "fullTitle": "Card Sort Evaluation", "stage": "M", "id": "13EE", "icon": "EE"}, {"projectLeads": "Kathy McKnight", "shortTitle": "Flipped Learning", "businessUnit": "school", "projectGoal": "Collaborate with researchers and experts in Flipped Learning to review the literature and publish the most comprehensive report, to date, on this innovative pedagogical approach that is becoming increasingly popular with educators and the media.", "related": "http://researchnetwork.pearson.com/educator-effectiveness/resources/flipped-learning-resources", "leadEmail": "kathy.mcknight@pearson.com", "externalPartners": "Flipped Learning Network, George Mason University", "researchType": "Research", "subSection": "northAmerica", "internalPartners": "Kenneth Tam, Personalized Learning Solutions", "isVisible": "true", "projectResults": "<ol><li>Jointly with the Flipped Learning Network and George Mason University, the Center developed the first comprehensive literature review of Flipped Learning, \"A Review of Flipped Learning\", and shared it with the education community. The report garnered 1.3 million media impressions and was received positively by the education community, raising Pearson's profile as a thought leader and partner, not just a vendor, for new modes of learning.</li><li>The Center and the Flipped Learning Network updatef the document by adding an annotated bibliography.</li></ol><ol><li>", "fullTitle": "Flipped Learning", "stage": "E", "id": "14EE", "icon": "EE"}, {"projectLeads": "Brad Ermeling", "shortTitle": "Virtual Coaching", "businessUnit": "school", "projectGoal": "Conduct a proof-of-concept study to evaluate potential of virtual implementation support services for collaborative instructional improvement model.", "related": "http://www.brainshark.com/pearsonschool/vu?pi=zHUzdTmaqz91q5z0", "leadEmail": "brad.ermeling@pearson.com", "externalPartners": "Kent School District, WA", "researchType": "Innovation", "subSection": "northAmerica core", "internalPartners": "Learning Teams Directors and Advisors at School Achievement Services", "isVisible": "true", "projectResults": "<ol><li>Results from rubric-based ratings of leadership team settings showed levels of implementation fidelity at all five schools that were comparable to the standard face-to-face coaching model.</li><li>The virtual format not only served as comparable substitute for face-to-face coaching, but it also served as a catalyst to accelerate principal growth and leadership capacity during leadership team meetings.</li><li>New Virtual Model is actively being sold and implemented as part of Pearson Learning Teams with schools in California, Washington, and Hawaii.</li><li>Findings were reported at 2013 Learning Forward and 2014 AERA Conferences, and a manuscript is currently under review with Teachers College Record.</li></ol>", "fullTitle": "Virtual Coaching for Instructional Leaders", "stage": "E", "id": "15EE", "icon": "EE"}, {"projectLeads": "Kathy McKnight, Dan Murphy", "shortTitle": "Tchr Prof to Supp Effect.", "businessUnit": "school", "projectGoal": "Conduct \"proof-of-concept\" study to evaluate potential for creating teacher profiles from single composite measure scores of teacher effectiveness (created from multiple indicators). The purpose of the profiles is to provide useable, meaningful feedback to teachers by which they can improve practice. ", "related": "", "leadEmail": "kathy.mcknight@pearson.com, dan.murphy@pearson.com", "externalPartners": "National Network of State Teachers of the Year (NNSTOY)", "researchType": "Innovation", "subSection": "northAmerica core", "internalPartners": "User Experience, Psych Assessment", "isVisible": "true", "projectResults": "<ol><li>Using data from the Gates Foundation-funded MET study, the Center generated 12 Teacher Profiles. Initial results suggest that finding a way to summarize the data from multiple indicators into a narrative that is useful in summarizing a variety of features of teacher effectiveness, can be a useful approach.</li><li>These profiles will be tested in a large southeastern urban school district in 2014 to better understand how to create valid profiles that produce meaningful information to teachers for improving practice.</li></ol>", "fullTitle": "Making Teacher Profiles from Composite Variables", "stage": "M", "id": "16EE", "icon": "EE"}, {"projectLeads": "Kathy McKnight, Brad Ermeling, Dan Murphy", "shortTitle": "Measuring Reflective Practice", "businessUnit": "school", "projectGoal": "<ol><li>Develop a measure of teacher reflective practice for digital devices to be used in teacher team and individual teacher settings to monitor reflective practice and ultimately, improve it. </li><li>By measuring and monitoring reflective practice, in combination with appropriate training in what it is and how it leads to improved professional practice, teacher teams and individual teachers can improve their ability to be reflective about their work. </li></ol>", "related": "", "leadEmail": "kathy.mcknight@pearson.com, brad.ermeling@pearson.com, dan.murphy@pearson.com", "externalPartners": "Barbara Larrivee, California State University San Bernardino", "researchType": "Innovation", "subSection": "northAmerica core", "internalPartners": "User Experience, Psych Assessment", "isVisible": "true", "projectResults": "", "fullTitle": "Measuring Teacher Reflective Practice", "stage": "B", "id": "30EE", "icon": "EE"}, {"projectLeads": "Kathy McKnight, Antonio Moretti", "shortTitle": "Global Survey of Teacher Effectiveness", "businessUnit": "school", "projectGoal": "<ol><li>Measure the qualities of an effective teacher as perceived by six distinct stakeholder groups, across different countries. The groups include: 1) students; 2) parents; 3) teachers; administrators; 5) education researchers; and 6) education policy-makers.</li><li>Allow different stakeholder groups, who are often under- or not represented when it comes to identifying qualities of effective teachers for teacher evaluation systems. Often, it is policy makers who determine what is measured for these evaluation systems, and research on teacher evaluation around the world indicates that teachers are finding the evaluations to be perfunctory and often meaningless.</li></ol>", "related": "https://drive.google.com/a/pearson.com/file/d/0B2UB6L3W2afKbnk0blNZTC15enM/edit?usp=sharing", "leadEmail": "kathy.mcknight@pearson.com, antonio.moretti@pearson.com", "externalPartners": "George Mason University", "researchType": "Research", "subSection": "northAmerica", "internalPartners": "", "isVisible": "true", "projectResults": "<ol><li>The researchers hypothesize that the various stakeholder groups will value different qualities, and those values will differ across the content and grade levels taught, as well as across countries.</li><li>By surveying the different stakeholder groups and analyzing their responses, the results will inform discussions and decisions about teacher evaluation systems being implemented around the world. </li></ol>", "fullTitle": "Global Survey of Teacher Effectiveness", "stage": "B", "id": "41EE", "icon": "EE"}, {"projectLeads": "Kathy McKnight", "shortTitle": "PATL", "businessUnit": "school", "projectGoal": "<ol><li>Address the challenges of the 21st century global classroom and impact the learner by improving our capability to develop data-driven, research-based, integrated systems for student learning and our understanding of teaching and learning across digital and face-to-face classroom contexts and across different countries and cultures. </li><li>Create a coordinated game, online performance tasks for students as well as teachers, classroom activities, instructional resources, professional development and reporting process we call a Student Profile. </li><li>Coordinate around a common mathematics learning progression at an elementary grade and developed over four iterations.</li></ol>", "related": "", "leadEmail": "kathy.mcknight@pearson.com", "externalPartners": "Gwinnett County Public Schools; Kent Washington Schools, Sand Creek Elementary, GlassLab, Nicole Panorkou, Roy Levy, Eric Furtak, Russell Almond, Heidi Mauer", "researchType": "Research, Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "Doug McCollum, Learning Services, Diana Bourisaw, Inside Services and Directly Delivery, Jacob Pienaar, Learning Services, Susan Sclafani, Common Core System of Courses", "isVisible": "false", "projectResults": "<ol><li>The Center's focus is specifically on developing a measure of teacher professional judgment as a way to monitor progress on teachers' use of learning progressions and aligned assessments, for making instructional decisions.</li><li>The purpose for focusing on professional judgment, is that it sits within the \"technical core\" of teaching, and therefore allows schools to evaluate teacher practice in an area that is critical to improving teaching and learning.</li><li>Conversely, commonly used evaluation tools such as general classroom practice observations provide information that research indicates teachers find meaningless (e.g., see Evaluation 2.0 report by TNTP).</li></ol>", "fullTitle": "PATL LAboratory (Educator Learning & Effectiveness)", "stage": "B", "id": "43ELE", "icon": "EE"}, {"projectLeads": "Hua Wei", "shortTitle": "Text Cmplx & Careers", "businessUnit": "school higherEd", "projectGoal": "Systematically evaluate text complexity levels across a wide range of careers and to investigate the relationship between the amount of preparation necessary for the career and the complexity of career texts.", "related": "", "leadEmail": "hua.wei@pearson.com", "externalPartners": "", "researchType": "Research, Innovation", "subSection": "northAmerica", "internalPartners": "", "isVisible": "true", "projectResults": "Submitted manuscript for peer-review publication.", "fullTitle": "Text Complexity & Careers (NextGen Learning & Assessment)", "stage": "E", "id": "NGLA_AS", "icon": "NG"}, {"projectLeads": "Paul Nichols", "shortTitle": "Insight", "businessUnit": "school", "projectGoal": "<ol><li>Address the challenges of the 21st century global classroom and impact the learner by improving our capability to develop data-driven, research-based, integrated systems for student learning and our understanding of teaching and learning across digital and face-to-face classroom contexts and across different countries and cultures. </li><li>Create a coordinated game, online performance tasks for students as well as teachers, classroom activities, instructional resources, professional development and reporting process we call a Student Profile. </li><li>Coordinate around a common mathematics learning progression at an elementary grade and developed over four iterations.</li></ol>", "related": "", "leadEmail": "paul.nichols@pearson.com", "externalPartners": "Gwinnett County Public Schools; Kent Washington Schools, Sand Creek Elementary, GlassLab, Nicole Panorkou, Roy Levy, Eric Furtak, Russell Almond, Heidi Mauer", "researchType": "Research, Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "Doug McCollum, Learning Services, Diana Bourisaw, Inside Services and Directly Delivery, Jacob Pienaar, Learning Services, Susan Sclafani, Common Core System of Courses", "isVisible": "true", "projectResults": "", "fullTitle": "Insight Learning System (NextGen Learning & Assessment)", "stage": "B", "id": "2NGLA", "icon": "NG"}, {"projectLeads": "Edynn Sato, Kimberly O'Malley", "shortTitle": "Global Competence", "businessUnit": "professional school higherEd", "projectGoal": "Create literature review and discussion of definition/operational definition and measures of global competence.", "related": "", "leadEmail": "edynn.sato@pearson.com, kimberly.omalley@pearson.com", "externalPartners": "", "researchType": "Research, Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "Chris Rozunick, Content Development, Catherine Hayes, Global English, Linda Zimmerman,Pearson Assessment Center, Roger Frantz, Pearson Assessment Center, John DeJong, Pearson English, David Leach, Schools IBU, Peter Jackson, IPearson Assessment Center, Chris Noon, Pearson International, Jim Tognolini, Pearson Assessment Centert, Michael Young, Pearson Assessment Center, Jon Twing, Pearson Assessment Center ", "isVisible": "true", "projectResults": "The learning experiences of diverse learners worldwide are enhanced through the expanded notions of literacy and accessibility that are supported by research and the development of related principles, practices, and tools.", "fullTitle": "Toward an Understanding and Operationalization of Global Competence", "stage": "M", "id": "3NGLA_DL", "icon": "NG"}, {"projectLeads": "Edynn Sato", "shortTitle": "Access & Accommodation", "businessUnit": "professional school higherEd", "projectGoal": "Review and analyze literature to address the following: <ol><li>What are the effects of online accessibility and accommodations on the test performance of students with disabilities? </li><li>What are the effects of online accessibility and accommodations on the test performance of English language learners? and </li><li>What evidence is there to support the use of specific types of online test accessibility strategies and accommodations to best facilitate valid score interpretations for specific subgroups of our diverse learners?</li></ol>", "related": "", "leadEmail": "edynn.sato@pearson.com", "externalPartners": "", "researchType": "Research, Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "false", "projectResults": "Develop literature.", "fullTitle": "Accessibility and Accommodations in Online Instruction and Assessment, Simulations, and Gaming Environments: Research and Implications", "stage": "B", "id": "4NGLA_DL", "icon": "NG"}, {"projectLeads": "Daeryong Seo, Husein Taherbhai", "shortTitle": "ELP Growth Percentile Scores", "businessUnit": "school", "projectGoal": "Track English language learner's English language proficiency progress over the years.", "related": "", "leadEmail": "daeryong.seo@pearson.com, husein.taherbhai@pearson.com", "externalPartners": "", "researchType": "Research", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "Have the new capability to track English learner's English language proficiency progress over the years.", "fullTitle": "ELP Growth Percentile Scores", "stage": "M", "id": "5NGLA_DL", "icon": "NG"}, {"projectLeads": "Daeryong Seo, Husein Taherbhai", "shortTitle": "ELL Motivation and Achievement", "businessUnit": "school", "projectGoal": "Understand English language learner's motivational aspects realted to achievement.", "related": "", "leadEmail": "daeryong.seo@pearson.com, husein.taherbhai@pearson.com", "externalPartners": "", "researchType": "Research", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "Research has raised Pearson's research profile in California by winning the Outstanding Paper award for the 2013 California Educational Research Association (CERA) Conference.", "fullTitle": "ELL Motivation and Achievement", "stage": "M", "id": "6NGLA_DL", "icon": "NG"}, {"projectLeads": "Hua Wei", "shortTitle": "Text Cmplx & Careers", "businessUnit": "professional school higherEd", "projectGoal": "Answer the questions: <ol><li>Do career texts require at least college- and career-ready level of reading proficiency?</li><li>Does the complexity level of career texts vary with the level of education and preparation needed for the career?</li></ol>", "related": "http://researchnetwork.pearson.com/wp-content/uploads/RiA_TestComplexity_pk_v21.pdf", "leadEmail": "hua.wei@pearson.com", "externalPartners": "", "researchType": "Research, Innovation", "subSection": "northAmerica", "internalPartners": "", "isVisible": "true", "projectResults": "<ol><li>Reading materials for all jobs were at least at the college- and career-ready level of the Common Core State Standards (CCSS), including careers that required no more than a high school education (e.g., waiter, taxi driver).</li><li>The complexity of texts generally increased as the education requirements of the job increased. However, there were some texts requiring very little education that were as complex as texts designed for workers with a graduate degree.</li></ol>", "fullTitle": "Text Complexity & Careers (NextGen Learning & Assessment)", "stage": "E", "id": "7NGLA_AS", "icon": "NG"}, {"projectLeads": "Peter Foltz", "shortTitle": "Automated Math Scoring", "businessUnit": "school", "projectGoal": "Conduct research on a math reasoning engine, equation editor representations, and a math scoring system to be able to score open ended K-Algebra 2 numerical problems.", "related": "", "leadEmail": "peter.foltz@pearson.com", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica", "internalPartners": "Pearson Assessment Center, National Services", "isVisible": "true", "projectResults": "<ol><li>By performing research on math reasoning engine and scoring rules, found a usable equation editor for existing product, TestNav.</li><li>Created 521 PARCC field test items using this scoring method.</li></ol>", "fullTitle": "Automated Math Scoring", "stage": "E", "id": "19NGLA_AS", "icon": "NG"}, {"projectLeads": "Edward Wolfe", "shortTitle": "Human Scoring", "businessUnit": "school higherEd", "projectGoal": "<ol><li>Provide intellectual leadership world-wide in the area of modeling rater effects and understanding their connection to rating context, response content, and rater characteristics.</li><li>Forge world-wide partnerships with experts who work in the area of ratings and rater effects.</li><li>Provide actionable research results to guide Pearson efforts to continually improve the quality of human scores.</li></ol>", "related": "https://neo.pearson.com/groups/human-scoring-research", "leadEmail": "ed.wolfe@pearson.com", "externalPartners": "", "researchType": "Research", "subSection": "northAmerica core growthventure", "internalPartners": "Pearson Assessment Center", "isVisible": "false", "projectResults": "By performing research on math reasoning engine and scoring rules, found a usable equation editor for existing product, TestNav. Created 521 PARCC field test items using this scoring method.", "fullTitle": "Human Scoring", "stage": "M", "id": "19NGLA_HS", "icon": "NG"}, {"projectLeads": "Steve Ferrara, Emily Lai", "shortTitle": "Perf Based Task Protypes", "businessUnit": "school", "projectGoal": "Create proof of concept of potential classroom-based formative assessments and feedback models.", "related": "https://testnav.com/tnqc/epatLogin.jsp?testnavTestId=GWNTCOG7&testnavFor", "leadEmail": "steve.ferrara@pearson.com, emily.lai@pearson.com", "externalPartners": "Gwinnett County Public Schools", "researchType": "Innovation", "subSection": "northAmerica", "internalPartners": "Content Support Services", "isVisible": "true", "projectResults": "<ol><li>Prototype performance tasks and scoring guides are available in the areas of social studies, mathematics and English/language arts, including speaking and listening.</li><li>The unique features of the prototypes and rubrics, such as assessing multiple content domains, serve as conversation starters for helping customers identify assessment activities.</li><li>These prototypes can be made available for demos, used for classroom formative assessment and feedback, and/or developed further for a more complete assessment program.</li></ol>", "fullTitle": "Performance Based Task Prototypes", "stage": "M", "id": "26NGLA_PA", "icon": "NG"}, {"projectLeads": "Steve Ferrara", "shortTitle": "Auto Score: Spk & Lstn", "businessUnit": "school", "projectGoal": "Conduct proof of concept of potential speaking and listening models using automated scoring.", "related": "", "leadEmail": "steve.ferrara@pearson.com", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica", "internalPartners": "", "isVisible": "true", "projectResults": "", "fullTitle": "Automated Scoring: Speaking and Listening Prototypes", "stage": "M", "id": "27NGLA_PA", "icon": "NG"}, {"projectLeads": "Steve Ferrara", "shortTitle": "Item Difficulty Modeling", "businessUnit": "school", "projectGoal": "Identify indicators of items and tasks that predict difficulty levels.", "related": "", "leadEmail": "steve.ferrara@pearson.com", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "<ol><li>To support the claims and inferences made about student achievement from an assessment, additional evidence of the cognitive demands of test items can now be provided.</li><li>Provides a systematic and reliable method for determining the cognitive complexity and test demands of test items and performance tasks.</li><li>Instead of relying on a broader, more holistic judgment, the coding system requires the evaluation of domain-specific sources of cognitive complexity, such as text complexity for reading and response demands.</li><li>May be used in educator professional development, training item and task writers, and for efficacy evidence to support decisions made during test development.</li></ol>", "fullTitle": "Item Difficulty Modeling", "stage": "B", "id": "29NGLA_PA", "icon": "NG"}, {"projectLeads": "Steve Ferrara, Paul Nichols", "shortTitle": "Srcs of Cog. Cmplxty in ELA & Mth", "businessUnit": "school", "projectGoal": "", "related": "", "leadEmail": "steve.ferrara@pearson.com", "externalPartners": "Partnership for Assessment of Readiness for College and Career (PARCC)", "researchType": "Innovation, Thought Leadership", "subSection": "northAmerica", "internalPartners": "", "isVisible": "true", "projectResults": "Measures are in place and coding has been completed. Code validation is in progress.", "fullTitle": "Sources of Cognitive Complexity in ELA and Mathematics", "stage": "E", "id": "32NGLA_PA", "icon": "NG"}, {"projectLeads": "Paul Nichols", "shortTitle": "Principled Q's Rsrch Stdy", "businessUnit": "professional school higherEd", "projectGoal": "Empirically validate that research-based design and development impacts item development quality.", "related": "", "leadEmail": "", "externalPartners": "GED", "researchType": "Research", "subSection": "northAmerica core growthventure", "internalPartners": "Content Support Services", "isVisible": "false", "projectResults": "Held two item writer workshops and an expert review.", "fullTitle": "Principled Questions Research Study", "stage": "E", "id": "33NGLA_PA", "icon": "NG"}, {"projectLeads": "Paul Nichols", "shortTitle": "Beneficial Teacher Rpts", "businessUnit": "professional school higherEd", "projectGoal": "Identify report information that contributes to the meaningful and beneficial use of reports for teachers.", "related": "", "leadEmail": "", "externalPartners": "", "researchType": "Research", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "false", "projectResults": "Conducted teacher interviews and analyzed data.", "fullTitle": "Beneficial Teacher Report Information Theory", "stage": "B", "id": "34NGLA_PA", "icon": "NG"}, {"projectLeads": "Emily Lai", "shortTitle": "Perf. Assmnt Framework", "businessUnit": "professional school higherEd", "projectGoal": "<ol><li>Define performance assessment.</li><li> Identify and describe a continuum of approaches to performance assessment.</li><li>Explore design variations and scoring considerations for each approach.</li><li>Provide state-of-the-art examples drawn from a range of assessment contexts.</li><li>Update the framework based on usability testing results.</li><li>Create a Principled Design for Efficacy (PDE) for teachers that can be included to create some content for professional development offering.</li></ol>", "related": "http://researchnetwork.pearson.com/nextgen-learning-and-assessment/performance-assessment_assessing-what-students-can-do-not-just-what-they-know", "leadEmail": "emily.lai@pearson.com", "externalPartners": "", "researchType": "Thought Leadership", "subSection": "northAmerica core growthventure", "internalPartners": "Pearson North America Marketing Programs", "isVisible": "true", "projectResults": "<ol><li>Used to guide customer conversations with stakeholders about performance assessment and highlight how to incorporate it into professional development and training.</li><li>Publically available on researchnetwork.pearson.com, this tool provides a Pearson thought leadership tool that clearly displays the expertise, focused on performance assessments, available to the assessment industry.</li></ol>", "fullTitle": "Performance Assessment Framework", "stage": "M", "id": "35NGLA_PA", "icon": "NG"}, {"projectLeads": "Paul Nichols", "shortTitle": "Dynamic Sys. Modeling & Sims", "businessUnit": "professional school higherEd", "projectGoal": "Create a simulation of the Learning Diamond.", "related": "", "leadEmail": "", "externalPartners": "", "researchType": "Research", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "false", "projectResults": "Completed book chapter.", "fullTitle": "Dynamic Systems Modeling and Simulations", "stage": "M", "id": "36NGLA_PA", "icon": "NG"}, {"projectLeads": "Steve Ferrara, Paul Nichols", "shortTitle": "Srcs of Cog. Cmplxty in ELA & Mth", "businessUnit": "school", "projectGoal": "Identify cognitive complexity measures in English Language Arts and mathematics.", "related": "", "leadEmail": "steve.ferrara@pearson.com", "externalPartners": "Partnership for Assessment of Readiness for College and Career (PARCC)", "researchType": "Innovation, Thought Leadership", "subSection": "northAmerica", "internalPartners": "", "isVisible": "true", "projectResults": "<ol><li>To support the claims and inferences made about student achievement from an assessment, additional evidence of the cognitive demands of test items can now be provided.</li><li>Provides a systematic and reliable method for determining the cognitive complexity and test demands of test items and performance tasks.</li><li>Instead of relying on a broader, more holistic judgment, the coding system requires the evaluation of domain-specific sources of cognitive complexity, such as text complexity for reading and response demands.</li><li>May be used in educator professional development, training item and task writers, and for efficacy evidence to support decisions made during test development.</li></ol>", "fullTitle": "Sources of Cognitive Complexity in ELA and Mathematics", "stage": "E", "id": "37NGLA_PA", "icon": "NG"}, {"projectLeads": "Paul Nichols", "shortTitle": "Principled Design for Efficacy", "businessUnit": "professional school higherEd", "projectGoal": "Create a design and development process as part of our principles, processes, and tools.", "related": "http://researchnetwork.pearson.com/wp-content/uploads/NGLA_Nichols_WhatisPDE_Formatted_1213.pdf", "leadEmail": "", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "<ol><li>Educators and assessment designers are tasked with developing items that measure higher-order thinking skills while having to rely on conventional multiple-choice type development processes.</li><li>Principled Design for Efficacy provides a framework that guides the assessment design and development process and results in reusable templates and tools.</li><li>By incorporating research from the learning sciences to inform item difficulty features and requiring explicit documentation of decision rationales, PDE facilitates the collection of efficacy evidence as part of the process.</li><li>PDE may be used to support internal development projects, as part of item and task writer training, or educator professional development. For example, will be used in development of SELP.</li></ol>", "fullTitle": "Principled Design for Efficacy", "stage": "M", "id": "38NGLA_PA", "icon": "NG"}, {"projectLeads": "Paul Nichols", "shortTitle": "Learning Diamond Development", "businessUnit": "professional school higherEd", "projectGoal": "Create a coneceptual framework for systems thinking around improving learning.", "related": "", "leadEmail": "", "externalPartners": "", "researchType": "Thought Leadership", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "Facilitates overcoming obstacles in systems thinking, the kind of system-wide coherence that is essential to the success of teachers and students.", "fullTitle": "Learning Diamond Development", "stage": "B", "id": "39NGLA_PA", "icon": "NG"}, {"projectLeads": "Roger Frantz", "shortTitle": "Academic Language", "businessUnit": "school", "projectGoal": "<ol><li>Increase general understanding of academic language both Pearson-internally and externally.</li><li>Contribute to the existing body of academic language research.</li><li>Drive academic language research implementation in assessment practice.</li></ol>", "related": "http://researchnetwork.pearson.com/wp-content/uploads/Defining_Academic_Language.pdf", "leadEmail": "roger.frantz@pearson.com", "externalPartners": "Alison Bailey, University of California, Los Angeles", "researchType": "Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "<ol><li>As a majority of states implement instruction and assessment of Common Core State Standards (CCSS), which focus heavily on literacy and language skills, all students\u00e2\u0080\u0094not just English Learners (ELs)\u00e2\u0080\u0094will require academic language learning, and all teachers will be required to support students in this learning.</li><li>Research efforts to define academic aids in the development of appropriate language instruction and assessment for ELs, enabling these students to more effectively engage with academic content.</li></ol>", "fullTitle": "ELL Assessments and Reporting: Academic Language", "stage": "M", "id": "40NGLA_PA", "icon": "NG"}, {"projectLeads": "Peter Foltz", "shortTitle": "ELL iPad", "businessUnit": "school", "projectGoal": "Evaluate new task types in innovative tablet\u00e2\u0080\u0093based ELL assessment", "related": "", "leadEmail": "peter.foltz@pearson.com", "externalPartners": "Compton Unified School District", "researchType": "Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "Pearson Assessment Center", "isVisible": "true", "projectResults": "<ol><li>Implemented and tested many items to measure a range of language constructs: comprehension, vocabulary, structure, fluency, decoding, pronunciation, spelling.</li><li>45 item types built on an iPad.</li><li>Piloted item types on 780 kids (K\u00e2\u0080\u00936th grade).</li></ol>", "fullTitle": "ELL iPad - Speaking & Listening", "stage": "E", "id": "59NGLA_AS", "icon": "NG"}, {"projectLeads": "Peter Foltz, Yigal Rosen", "shortTitle": "Thinking Tools", "businessUnit": "school", "projectGoal": "Research embeddable apps to enable students to represent what they know and are able to do for assessment of higher-level thinking.", "related": "", "leadEmail": "peter.foltz@pearson.com, yigal.rosen@pearson.com", "externalPartners": "World ORT", "researchType": "Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "Pearson Assessment Center", "isVisible": "true", "projectResults": "Performed foundational research on the use of technology-based thinking tools in an assessment contexts. Tools integrated into 21st Century skills prototypes. Provided research evidence for Pearson units on: types of thinking tools can be used, for what assessment and instructional purposes, and under what educational conditions.", "fullTitle": "Thinking Tools: 21st Century Skills", "stage": "M", "id": "60NGLA_AS", "icon": "NG"}, {"projectLeads": "Peter Foltz", "shortTitle": "Well-Being", "businessUnit": "school", "projectGoal": "Research automated monitoring of patient state through computational analysis of: Language, location, motion, action", "related": "", "leadEmail": "peter.foltz@pearson.com", "externalPartners": "Akualab", "researchType": "Innovation", "subSection": "northAmerica", "internalPartners": "Clinical Assessment", "isVisible": "true", "projectResults": "<ol><li>Developed prototype system using off-the-shelf components and custom signal processing algorithms.</li><li>Developed wearable device to track person\u00e2\u0080\u0099s location in a residence.</li><li>Developed cloud-based system that collects, stores, and analyzes steaming data in real-time.</li><li>Developed web-based application that displays sensor data.</li></ol>", "fullTitle": "Well-Being", "stage": "B", "id": "61NGLA_AS", "icon": "NG"}, {"projectLeads": "Peter Foltz", "shortTitle": "Spoken Research", "businessUnit": "school", "projectGoal": "Research new methods to improve automated scoring of spoken responses.", "related": "", "leadEmail": "peter.foltz@pearson.com", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "<ol><li>Researched and implemented automated accent scoring method.</li><li>Validated and used new approach for Indian speakers of English.</li><li>Applied new machine learning techniques to scoring using deep learning methods</li><li>Improved accuracy of analyzing native Chinese speech.</li><li>Developed off-topic detection technique.</li></ol>", "fullTitle": "Spoken Research", "stage": "E", "id": "62NGLA_AS", "icon": "NG"}, {"projectLeads": "Peter Foltz", "shortTitle": "Automated Writing Scoring", "businessUnit": "school", "projectGoal": "Research new computational approaches to automatically assessing student writing to improve feedback for mainstream and ELL students.", "related": "", "leadEmail": "peter.foltz@pearson.com", "externalPartners": "University of California, Los Angeles", "researchType": "Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "Knowledge Technologies, Assessment & Instruction", "isVisible": "true", "projectResults": "<ol><li>Research improved grammar service to detect 84% more errors with 10% increase in precision and no drop in false positives.</li><li>In study with 8,000 essays to assess/integrate grammar service, saw slight improvement and better alignment to grammar checker with PSC. Advanced Machine learning research improves scoring performance by 5-10%.</li><li>Supported other studies on human scoring and tablet-based writing.</li></ol>", "fullTitle": "Automated Writing Scoring", "stage": "E", "id": "63NGLA_AS", "icon": "NG"}, {"projectLeads": "Peter Foltz", "shortTitle": "Text Complexity", "businessUnit": "school", "projectGoal": "Research, develop and deploy a beta Reading Maturity Metric (RMM) system that can be used by Pearson and schools for analyzing complexity of texts using next generation language technology", "related": "", "leadEmail": "peter.foltz@pearson.com", "externalPartners": "Elfrieda \"Freddy\" H. Hiebert, TextProject", "researchType": "Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "Knowledge Technologies, Assessment & Instruction, Higher Education", "isVisible": "true", "projectResults": "<ol><li>Researched and built Reading Maturity Metric (RMM) service and deployed onto a public website.</li><li>This tool can be used by Pearson and schools for analyzing complexity of texts using next generation language technology.</li></ol>", "fullTitle": "Text Complexity Research", "stage": "M", "id": "64NGLA_AS", "icon": "NG"}, {"projectLeads": "Edward Wolfe", "shortTitle": "Causal Rater Model", "businessUnit": "profesional school higherEd", "projectGoal": "<ol><li>Provide intellectual leadership world-wide in the area of modeling rater effects and understanding their connection to rating context, response content, and rater characteristics.</li><li>Forge world-wide partnerships with experts who work in the area of ratings and rater effects.</li><li>Provide actionable research results to guide Pearson efforts to continually improve the quality of human scores.</li></ol>", "related": "https://neo.pearson.com/groups/human-scoring-research", "leadEmail": "edward.wolfe@pearson.com", "externalPartners": "Jo-Anne Baird, Oxford University", "researchType": "Research", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "<ol><li>This collaboration with Oxford University has built a model of the interplay between features of the rating context, characteristics of raters, and elements of responses and rubrics and how these enablers may contribute to the existence of rater effects in assigned ratings. </li><li>By better understanding the relationship between these entities, Pearson scoring project managers will be in a better position to make informed decisions when hiring, training, monitoring, and providing feedback to human scorers.</li></ol>", "fullTitle": "Causal Rater Model", "stage": "M", "id": "73NGLA", "icon": "NG"}, {"projectLeads": "Edward Wolfe", "shortTitle": "Psychometric Models of Rater Effects", "businessUnit": "profesional school higherEd", "projectGoal": "<ol><li>Provide intellectual leadership world-wide in the area of modeling rater effects and understanding their connection to rating context, response content, and rater characteristics.</li><li>Forge world-wide partnerships with experts who work in the area of ratings and rater effects.</li><li>Provide actionable research results to guide Pearson efforts to continually improve the quality of human scores.</li></ol>", "related": "https://neo.pearson.com/groups/human-scoring-research, http://researchnetwork.pearson.com/wp-content/uploads/Song_RaterBackground_04_21_2014.pdf, http://researchnetwork.pearson.com/wp-content/uploads/Wolfe_PseudoScoring_04142014.pdf", "leadEmail": "edward.wolfe@pearson.com", "externalPartners": "Hong Jiao, University of Maryland, Lisa Keller, University of Massachusetts, George Engelhard, University of Georgia, Lawrence DeCarlo, Columbia University", "researchType": "Research", "subSection": "northAmerica core growthventure", "internalPartners": "", "isVisible": "true", "projectResults": "<ol><li>This research explores how rater effects can be detected using several psychometric models and associated statistical indicators. Currently, their work focuses on rater severity, centrality, accuracy, and halo effects, collaborating with several researchers to explore applications of new and existing models to the detection of these rater effects.</li><li>These models and techniques are valuable because they provide a means for automating the process of collecting data and providing individually-tailored diagnostic feedback to raters during operational scoring projects.</li></ol>", "fullTitle": "Psychometric Models of Rater Effects", "stage": "M", "id": "74NGLA", "icon": "NG"}, {"projectLeads": "Edward Wolfe", "shortTitle": "Rater Characteristics/Rater Training/Rating Process", "businessUnit": "profesional school higherEd", "projectGoal": "<ol><li>Provide intellectual leadership world-wide in the area of modeling rater effects and understanding their connection to rating context, response content, and rater characteristics.</li><li>Forge world-wide partnerships with experts who work in the area of ratings and rater effects. </li><li>Provide actionable research results to guide Pearson efforts to continually improve the quality of human scores.</li></ol>", "related": "https://neo.pearson.com/groups/human-scoring-research", "leadEmail": "edward.wolfe@pearson.com", "externalPartners": "Robert Johnson, University of South Carolina, Jodi Casabianca, University of Texas", "researchType": "Research", "subSection": "northAmerica core growthventure", "internalPartners": "Performance Scoring Center, iLit", "isVisible": "true", "projectResults": "<ol><li>This collaborative research supports rater selection, rater training, and scoring process design. </li><li>The Center worked with the Performance Scoring Center to evaluate the usefulness of pseudo-scoring (practice scoring that takes place following rater training but prior to operational scoring) as a method for extending rater training.</li><li>The Center is working to identify rater background characteristics associated with rater success in operational scoring projects.</li><li>The Center will develop studies of teacher raters and of a rater placement test. <li>Understanding the interplay between these features of a scoring project and the existence of rater effects will provide specific and actionable advice for improving both the quality and the efficiency of operational scoring projects.</li></ol>", "fullTitle": "Rater Characteristics/Rater Training/Rating Process", "stage": "M", "id": "75NGLA", "icon": "NG"}, {"projectLeads": "Edward Wolfe", "shortTitle": "Automated & Human Ratings", "businessUnit": "profesional school higherEd", "projectGoal": "<ol><li>Provide intellectual leadership world-wide in the area of modeling rater effects and understanding their connection to rating context, response content, and rater characteristics.</li><li>Forge world-wide partnerships with experts who work in the area of ratings and rater effects.</li><li>Provide actionable research results to guide Pearson efforts to continually improve the quality of human scores.</li></ol>", "related": "https://neo.pearson.com/groups/human-scoring-research", "leadEmail": "edward.wolfe@pearson.com", "externalPartners": "Leigh Williams, University of Memphis, George Engelhard, the University of Georgia, Mark Wilson, University of California Berkley", "researchType": "Research", "subSection": "northAmerica core growthventure", "internalPartners": "Knowledge Technologyes", "isVisible": "true", "projectResults": "Researchers from the Center collaborated with researchers from Pearson Knowledge Technologies as well as researchers in academia to conduct research examining the interface of human and automated scoring. Several research projects are underway, including an analysis of the impact of how performance targets are defined on the depiction of the quality of automated scoring engine performance, an analysis of how the construction of training sets influences the quality of scores produced by automated scoring engines, and whether automated scores can be utilized to provide useful and efficient feedback to human raters.", "fullTitle": "Automated & Human Ratings", "stage": "M", "id": "76NGLA", "icon": "NG"}, {"projectLeads": "Rob Kadel", "shortTitle": "Soc. User Exp & Stdnt Engagmnt", "businessUnit": "school higherEd", "projectGoal": "<ol><li>Measure the effect of pedagogical professional development on student social media tool use.</li><li>Measure the relationships between social media tool use and student connections with other students, instructors and course content.</li></ol>", "related": "", "leadEmail": "rob.kadel@pearson.com", "externalPartners": "Leyden High School District 212", "researchType": "Research", "subSection": "northAmerica", "internalPartners": "eCollege/LTG OpenClass", "isVisible": "false", "projectResults": "Developed a working prototype.", "fullTitle": "Social User Experience and Student Engagement", "stage": "B", "id": "38OL", "icon": "OL"}, {"projectLeads": "Rob Kadel", "shortTitle": "School of Thought", "businessUnit": "professional school higherEd", "projectGoal": "<ol><li>Provide a vision of the future of learning.</li><li>Spur thinking and debate over how to better connect learners to material and to each other.</li></ol>", "related": "http://researchnetwork.pearson/sot", "leadEmail": "rob.kadel@pearson.com", "externalPartners": "", "researchType": "Thought Leadership", "subSection": "northAmerica core growthventure", "internalPartners": "Pearson North America Marketing Programs", "isVisible": "true", "projectResults": "<ol><li>Videos illustrate how innovative connections among technology, content, instruction, and life beyond traditional schooling can change how we think of learning.</li><li>Three short video vignettes show just a few of the products, services, and ideas currently at work and in development at Pearson.</li><li>With over 25,000 views, these videos can help our customers and audiences develop a vision for education in the digital transformation and information age.</li><li>Finalist for 2014 Beacon Awards for excellence in education marketing.</li></ol>", "fullTitle": "School of Thought", "stage": "E", "id": "39OL", "icon": "OL"}, {"projectLeads": "Liane Wardlow", "shortTitle": "Teaching in a Digital Age", "businessUnit": "school", "projectGoal": "<ol><li>Identify, describe, and categorize specific instructional behaviors in digital classrooms.</li><li>Evaluate the relation between categories of teacher behaviors and student outcomes. </li><li>Answer three fundamental questions: a. How do student and teacher outcomes in digitally-rich classrooms compare with those in traditional classrooms? b. What teacher behaviors do digitally-rich classrooms enable that are not typically found in traditional classrooms? c. How do teacher behaviors specific to digitally-rich classrooms relate to student and teacher outcomes, accounting for the alignment of teaching to learning theory?</li></ol>", "related": "http://researchnetwork.pearson.com/online-learning/teaching-in-a-digital-age", "leadEmail": "liane.wardlow@pearson.com", "externalPartners": "Digital Promise, Arizona State University, University of San Diego, Gallup, NNSTOY, UMass, McAllen School District, Mooresville School District, Meridian School District, Onslow School District, York School District, Vancouver School District, Florida Virtual School, Greater Latrobe School District, Yarmouth School District, Clintondale Community Schools, Rigby High School, Chula Vista High Tech High", "researchType": "Research, Thought Leadership", "subSection": "northAmerica", "internalPartners": "Pearson North America Marketing Programs, Center for Educator Learning & Effectiveness", "isVisible": "true", "projectResults": "Separating tools from toys, this research strives to provide evidence-based recommendations for educators to implement in their classrooms.There are three phases to this research:<ol><li>Phase 1. Pearson has discovered and is sharing our understanding of where teacher practice fits within current education technology paradigms.</li><li>Phase 2. Pearson is discovering and will share our understanding the digital instructional techniques that lead to the best learning and satisfaction outcomes.</li><li>Phase 3. Pearson will work with our research partners to promote examples of education technology use that progresses from mere enhancement to true transformation of learning.</li></ol>", "fullTitle": "Teaching in a Digital Age", "stage": "M", "id": "40OL", "icon": "OL"}, {"projectLeads": "Laurie Davis", "shortTitle": "Dig Dvcs Itm Feat. Usab. Study", "businessUnit": "school", "projectGoal": "<ol><li> Observe student interactions with tools, navigation, and question components on the tablets and identify specific areas where the interactions on tablets could present challenges.</li><li> Understand the ergonomics of short-term tablet usage in order to identify any areas of concern around fatigue or strain.</li><li> Observe the impact of differing screen sizes and device features across a limited range, using two different devices.</li></ol>", "related": "http://researchnetwork.pearson.com/wp-content/uploads/Testing-on-Tablets-PartI.pdf, http://researchnetwork.pearson.com/wp-content/uploads/Testing-on-Tablets-Part-II_formatted.pdf, http://researchnetwork.pearson.com/wp-content/uploads/Positioning.pdf", "leadEmail": "laurie.davis@pearson.com", "externalPartners": "Virginia Department of Education, Maryland Department of Education, Florida Department of Education, Texas Education Agency", "researchType": "Innovation", "subSection": "northAmerica", "internalPartners": "Digital Content Development, Online Technology Implementation, State Services", "isVisible": "true", "projectResults": "The resulting papers were well-received at academic conferences. This research will support conversations with state and district clients about next-generation assessments.", "fullTitle": "Digital Devices Item Features Usability Study", "stage": "E", "id": "41OL", "icon": "OL"}, {"projectLeads": "Laurie Davis", "shortTitle": "Dig Dvcs Tablet Feat. Usab. Study", "businessUnit": "school", "projectGoal": "<ol><li>Observe student use of and preference for a stylus as a pointer device instead of or in addition to their finger for tablet interactions.</li><li>Observe the impact of screen orientation (portrait vs. landscape) on study ability to view and manipulate content as well as observe student inclination toward rotating the device to different orientations within the study sessions.</li><li>Determine the extent to which students would need or want to magnify content through use of pinch-and-zoom gestures as well as impact of zooming on interactions with content.</li><li>Evaluate the ease or difficulty with which students were able to navigate to the Test Review Screen from various points within the test and the usability of the information within the Test Review Screen for students.</li></ol>", "related": "http://researchnetwork.pearson.com/tablets, http://researchnetwork.pearson.com/wp-content/uploads/NCSA_Davis_Strain-Seymour_CCSSO2013_table.pdf, http://researchnetwork.pearson.com/wp-content/uploads/QuestionTypes.pdf", "leadEmail": "laurie.davis@pearson.com", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica", "internalPartners": "Software & Technology Services; Digital Content Development; Online Technology Implementation", "isVisible": "true", "projectResults": "The resulting papers were well-received at academic conferences. This research will support conversations with state and district clients about next-generation assessments.", "fullTitle": "Digital Devices Tablet Features Usability Study", "stage": "E", "id": "42OL", "icon": "OL"}, {"projectLeads": "Laurie Davis", "shortTitle": "Dig Dvcs Written Comp. Study", "businessUnit": "school", "projectGoal": "<ol><li>Evaluate and describe the differences in student written composition when generated on tablets versus laptop. </li><li>Determine to what degree peripherals (such as external keyboards and styluses) can overcome these differences.</li></ol>", "related": "", "leadEmail": "laurie.davis@pearson.com", "externalPartners": "Virgnia Department of Education, South Dakota Department of Education", "researchType": "Innovation", "subSection": "northAmerica", "internalPartners": "Knowledge Technologies, Performance Scoring Center, Digital Content Development, Online Technology Implementation", "isVisible": "true", "projectResults": "This research will support conversations with state and district clients about next-generation assessments.", "fullTitle": "Digital Devices Written Composition Study", "stage": "M", "id": "43OL", "icon": "OL"}, {"projectLeads": "Laurie Davis", "shortTitle": "Dig Dvcs Dvc Cmprblty Stdy", "businessUnit": "school", "projectGoal": "<ol><li>Quantitatively evaluate to what degree differences in student experience when taking tests using tablets and computers may translate into differences in performance (which impact student test scores). </li><li>Conduct a large-scale device comparability study to compare differences in student performance between tablet and computer devices.</li></ol>", "related": "", "leadEmail": "laurie.davis@pearson.com", "externalPartners": "Virginia Department of Education", "researchType": "Innovation", "subSection": "northAmerica", "internalPartners": "Software & Technology Services, Digital Content Development, Online Technology Implementation", "isVisible": "true", "projectResults": "This research will support conversations with state and district clients about next-generation assessments.", "fullTitle": "Digital Devices Device Comparability Study", "stage": "B", "id": "44OL", "icon": "OL"}, {"projectLeads": "Rob Kadel", "shortTitle": "1:1 Learning Efficacy Proj.", "businessUnit": "school", "projectGoal": "<ol><li>Conduct analyses of student performance at all grades, K-12, in mathematics, English/language arts, and science to determine the impact of the district's digital conversion.</li><li>Evaluate the implementation of the digital conversion in mathematics in grades K-12.</li></ol>", "related": "", "leadEmail": "rob.kadel@pearson.com", "externalPartners": "Huntsville City Schools", "researchType": "Innovation", "subSection": "northAmerica", "internalPartners": "Assessment & Instruction, Program Measurement, 1:1 Sales/Implementation team", "isVisible": "true", "projectResults": "<ol><li>Share the the results and effects of a completely digital experience on achievement levels to support conversations with state and district clients.</li><li>The results of this study will provide research based proof that Pearson values efficacy when implementing programs and participates in comprehensive Qualitative and Quantitative validations while using a third part researcher to help ensure lack of conflict of interest.</li><li>Huntsville City Schools will be empowered to continue successful practices and adjust practices that require modification based on the results of the study.</li></ol>", "fullTitle": "1:1 Learning Efficacy Project", "stage": "M", "id": "45OL", "icon": "OL"}, {"projectLeads": "Ellen Strain-Seymour, Jan McSorley", "shortTitle": "Systms: Dsgn-Blind Usrs", "businessUnit": "professional school higherEd", "projectGoal": "<ol><li>Create a fully functional prototype of a test delivery system designed exclusively for the blind prototype based on analysis of how blind users use the iPad and on full utilization of iOS accessibility features.</li><li>Create an entirely gesture-based interface with no need for understanding of spatial location on screen.</li><li>Prototype completed in 2012 with usability study with blind students in 2013.</li><li>Take a comparative approach: time on task and access/usability issues compared between prototype and an existing Pearson test delivery system (TestNav 8) on the iPad.</li><li>Research to practice transition expected with threat of NFB lawsuit regarding lack of access to the blind in spring 2014 tests.</li></ol>", "related": "", "leadEmail": "ellen.strain-seymour@pearson.com, jan.mcsorley@pearson.com", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "Assessment & Instruction", "isVisible": "true", "projectResults": "<ol><li>Provides more tools for Pearson to offer to customers that will make products accessible.</li><li>Increases accessibility for students.</li></ol>", "fullTitle": "Designing for Blind Users", "stage": "E", "id": "46OL", "icon": "OL"}, {"projectLeads": "Ellen Strain-Seymour, Jason Craft", "shortTitle": "Portable Cstm Inter", "businessUnit": "professional school higherEd", "projectGoal": "<ol><li>Developed several item types using this interoperability standard and presented at the Learning Impact conference</li><li>Allow brand new item types to be created by one division of Pearson and used within a different division as long as the systems are PCI compliant.</li><li>Research to practice transition expected to begin.</li><li>Next avenue of investigation asks if an item authoring system be designed to output PCIs.</li></ol>", "related": "", "leadEmail": "ellen.strain-seymour@pearson.com, jason.craft@pearson.com", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "Assessment & Instruction", "isVisible": "true", "projectResults": "Became first vendor to implement and analyze feasibility of the new IMS Global specification: Portable Custom Interaction specification.", "fullTitle": "Portable Custom Interactions", "stage": "E", "id": "47OL", "icon": "OL"}, {"projectLeads": "Ellen Strain-Seymour, Jan McSorley", "shortTitle": "Usr Personas for Stdnts w/ Disab.", "businessUnit": "school", "projectGoal": "<ol><li>Create user personas for English learners and students with disabilities.</li><li>Create a Personal Needs & Preferences data file for each user persona (this is a portion of Race to the Top requirements). This is like Individual Education Plan (IEP) for assessments.</li></ol>", "related": "", "leadEmail": "ellen.strain-seymour@pearson.com, jan.mcsorley@pearson.com", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica", "internalPartners": "Assessment & Instruction", "isVisible": "true", "projectResults": "<ol><li>Create user personas for English learners and students with disabilities.</li><li>Create a Personal Needs & Preferences data file for each user persona (this is a portion of Race to the Top requirements). This is like Individual Education Plan (IEP) for assessments.</li></ol>", "fullTitle": "Next Generation Systems: User Personas for Students with Disabilities", "stage": "E", "id": "48OL", "icon": "OL"}, {"projectLeads": "Ellen Strain-Seymour, Jason Craft", "shortTitle": "Dynmc Item Gen for Math", "businessUnit": "professional school higherEd", "projectGoal": "<ol><li>Use the QTI specification (the primary interoperability specification for assessment) to create templates that can then be used to dynamically generate multiple versions of an item, enhancing security and consistency of the assessment.</li></ol>", "related": "", "leadEmail": "ellen.strain-seymour@pearson.com, jason.craft@pearson.com", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica core growthventure", "internalPartners": "Assessment & Instruction", "isVisible": "true", "projectResults": "<ol><li>Gain the following outcomes:<br/> <ul><li>dynamic item generation templates for math items</li><li>code for dynamic generation, machine scoring, creation of sequences of items, and item functionality</li><li>methodology for avoidance of invalid use of parameters</li><li>methodology for generating items that could be predicted to have similar difficulty levels (p-values) or to have a range of p-values</li></ul></li><li>Align with PARCC's RFP for dynamically generated math fluency items for use in diagnostic tests.</li></ol>", "fullTitle": "Next Generation Systems: Dynamic Item Generation for Math Fluency", "stage": "E", "id": "49OL", "icon": "OL"}, {"projectLeads": "Ellen Strain-Seymour, Armin Gutzmer", "shortTitle": "NextGen Science Sims", "businessUnit": "school", "projectGoal": "<ol><li>Use simulation in Digital Devices study in 2014</li><li>Perform cog lab in 2014 to understand measurement properties.</li><li>Subsequent phase in 2014 includes making simulation fully accessible to blind and motor-impaired learners.</li><li>Expected transition from research to practice.</li></ol>", "related": "", "leadEmail": "ellen.strain-seymour@pearson.com, armin.gutzmer@pearson.com", "externalPartners": "", "researchType": "Innovation", "subSection": "northAmerica", "internalPartners": "Assessment & Instruction", "isVisible": "true", "projectResults": "<ol><li>Overcome challenges of NextGen Science Standards (NGSS) assessment and possibility of use of simulations.</li><li>Design of simulation to measure NGSS processes and investigation skills and be tablet-ready.</li></ol>", "fullTitle": "Next Generation Science Sims", "stage": "M", "id": "50OL", "icon": "OL"}, {"projectLeads": "Ellen Strain-Seymour, Jan McSorley", "shortTitle": "Guide to APIP for States", "businessUnit": "school", "projectGoal": "<ol><li>Develop research basis for APIP features (test delivery accessibility tools) and degree of risk of construct violation.</li><li>Adapt customization strategy for wizard to include state/consortium policy.</li></ol>", "related": "", "leadEmail": "ellen.strain-seymour@pearson.com, jan.mcsorley@pearson.com", "externalPartners": "", "researchType": "Research", "subSection": "northAmerica", "internalPartners": "Assessment & Instruction", "isVisible": "false", "projectResults": "Begun collection of research basis.", "fullTitle": "Next Generation Systems: A Practical Guide to APIP for States", "stage": "B", "id": "51OL", "icon": "OL"}, {"projectLeads": "Ellen Strain-Seymour, Jan McSorley, Jason Craft", "shortTitle": "Systm: Speech-to-Text", "businessUnit": "professional school higherEd", "projectGoal": "<ol><li>Develop prototype of a speech-to-text solution that could be built into a test delivery system and which is designed to increase accessibility.</li><li>Research with prototype to understand possible benefit and to compare to assistive technology that includes speech recognition.</li></ol>", "related": "", "leadEmail": "ellen.strain-seymour@pearson.com, jan.mcsorley@pearson.com, jason.craft@pearson.com", "externalPartners": 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