Undergraduate Teachers

In our Psych Learning Curve blog post one year ago, we described an approach to educational testing—called dynamic measurement— that has the potential to improve educational testing practice in the U.S.

In dynamic measurement, students are assessed at multiple time-points with targeted instruction in between, and then the growth across that time-span is incorporated into students’ scores. We’ve shown in past work that scores from dynamic measures are less affected by student characteristics such as race, gender, or poverty level than are traditional tests. Now, we want to share three more insights from our research that we think will continue to support the potential for dynamic measurement in U.S. schools.