Three individual tests that form an objective, validated test of teacher skill in blended teaching to measure and assess high-quality blended teaching skills.
As blended teaching becomes more prevalent throughout the country, leaders in the field are looking for how to measure and assess quality blended teaching skills. As part of her TLA Measurement Fellowship, Emily Pulham distilled the information gleaned from a literature review (Pulham & Graham, 2018) to create an objective, validated test of teacher skill in blended teaching.
These these three individual tests, developed through a TLA Measurement Fellowship consistently measure four areas of blended teaching competence in a statistically sound manner. These four areas are:
- Blending online and in-person learning
- Technology-mediated Interactions
- Personalization
- Real-time Data Practices
In future iterations, these tests will also provide specific recommendations for growing blended teaching skills through links within this book: https://k12blendedteaching.pressbooks.com/. These tests and this open textbook complement each other since the same evidence-based skills and ideas underpin both resources.
These tests are best used in a formative setting for self-reflection, or to help a district understand where they should put their future efforts in helping teachers improve their personalization, data practices, and technology-mediated interactions. (They are not “summative” exams that test knowledge.) Individuals, school districts, and others are encouraged to make use of these assessments in ways that can inform professional development and guide teachers’ personal reflection. For more information, see Emily’s blog post on TLA’s blog.