News
The latest news at CRESST
CRESST researchers publish well over 150 articles every year, primarily in distinguished peer-reviewed journals but also in more practice- or policy-focused publications such as Educational Leadership, Education Next, Phi Delta Kappan magazine, the American School Board Journal, and the National PTA's Our Children magazine.
CRESST partners publish scholarly books and are regularly quoted for their expertise in America's newspapers such as the New York Times, Washington Post, Los Angeles Times, or Chicago Tribune.
Our researchers serve as editors, co-editors, and reviewers for a number of national journals including the journal Educational Assessment.
Reclassified ELLs Tend To Make Progress Says New CRESST Report
A new CRESST study indicates that reclassified English Language Learners (ELL's) often make steady progress in their own achievement, but that their proficiency gaps tend to persist over time.
This study by researchers Jinok Kim and Joan Herman, focused on ELL students who were reclassified in Grades 4, 5, or 6.
Click here to read this latest CRESST report, "Understanding Patterns and Precursors of ELL Success Subsequent to Reclassification."
CRESST Supports Teacher Use of Learning Progressions
In a recent conference presentation, CRESST Assistant Director for Professional Development Margaret Heritage shared her recommendations for the use of learning progressions to increase teacher knowledge of student progress.
Ms. Heritage emphasized that teachers need learning progressions "now," and cannot wait for the field to catch up.
Click here to read her presentation at the National Conference on Student Assessment, "A Bottom-Up Approach to Developing Learning Progressions."
Margaret Heritage Discusses Formative Assessment, Common Core and ELL's on YouTube
In a recent YouTube video, CRESST Assistant Director for Professional Development Margaret Heritage says teaching should be responsive to students—both the assets they bring to the classroom and their unique needs. It should also build on formative assessments and help students take responsibility for their own learning.
Click here to view Margaret Heritage on YouTube.
Click here to read a related paper by Aida Walqui and Margaret Heritage.
CRESST To Help Veterans With Psychological Health and Wellness
Funded by the Office of Naval Research and the Defense Advanced Research Projects Agency, the Detection and Computational Analysis of Psychological Signals (DCAPS) project is conducting a series of studies designed to evaluate tools to improve veterans’ psychological health and wellness.
Dr. Roy Stripling and his team are examining three technologies which may predict psychological status by analyzing patterns of social media and smart phone use.
Click here for information about how CRESST supports military readiness.
Avishag Reisman Quoted in Ed Week
The free "Reading Like a Historian" curriculum is helping students across the country improve their knowledge of history as well as their literacy and higher level thinking skills, says CRESST Senior Researcher Avishag Reisman in a feature Education Week story.
Click here to find out more in the Education Week article, "Rid of Memorization, History Lessons Build Analytical Skills."
Or click here to read her article, "Reading Like a Historian: A Document-Based History Curriculum Intervention in Urban High Schools" that recently appeared in the journal, Cognition and Instruction.
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Formative Assessment Is a "Process" Says Margaret Heritage
During a recent presentation at the Council of Chief State School Officers' National Conference on Student Assessment, Margaret Heritage advised that formative assessment is a "process" rather than a product.
Click here to discover what Heritage considers are the key features of an assessment that make it formative.
Formative Assessment and Culture
In a recent presentation at this year's Council of Chief State School Officer's National Conference on Student Assessment, CRESST researchers Barbara Jones and Margaret Heritage, together with Gabriela Cardenas from the UCLA Lab School, shared their recommendations for addressing student culture and formative assessment.
Click here to download the presentation, "Leveraging Students' Culture in Formative Assessment."
New CRESST Publication Provides Knowledge Map Recommendations
CRESST researchers share their knowledge mapping expertise in a new Resource Paper, "Development Model for Knowledge Maps."
The new publication describes an effective process for creating knowledge maps that support learning, including recommendations for selecting meaningful links between key concepts.
Click here to download CRESST Resource Paper 14, authored by Greg Chung, Alicia Cheak, John Lee, and Eva Baker.
Stripling Shares at International Conference
At the recent International Conference on Applied Human Factors and Ergonomics, CRESST Assistant Director for Assessment Roy Stripling presented a paper, "Challenges and Opportunities for Inserting Neuroscience Techologies Into Training Systems."
Click here for a copy of his presentation.
Dr. Stripling's paper with the same titlte will be published in the conference proceedings, "Advances in Human Factors and Ergonomics 2012 - Proceedings of the 4th AHFE Conference 21-25 July 2012."
Eva Baker Comments about California STAR Test Photos
Commenting on KQED Radio regarding photos of California's state test that recently appeared on social media sites, CRESST Director Eva Baker says that it is time to move toward "more complex tasks…not the kinds of bubble tests that characterize most [state] tests right now."
Click here to listen to the KQED radtio segment and Eva Baker's comments, "Student Photos of STAR Tests Delay Test Results."
