The consequential validity of the M-STEP

This paper applies Slomp, Corrigan, and Sugimoto’s (2014) consequential validity framework to the third-grade Michigan Student Test of Educational Progress (M-STEP) in English language arts (ELA). Slomp et al.’s (2014) consequential validity framework provides for a holistic examination of the validity of the assessment and its consequences. Using this framework, this paper considers the construct of reading developed in the adopted standards, assessment design, sample assessment items, disaggregated performance data, and the assessment consequences. The number and magnitude of validity concerns raised in all aspects of the framework call into question the consequential validity of the assessment.

Sprouse, M.L. “The consequential validity of the M-STEP.” Language Arts Journal of Michigan. (June 2017).  http://scholarworks.gvsu.edu/lajm/vol32/iss2/10/

Collaborative professional development through a critique protocol

The most common forms of teacher professional development are ineffective and lead to low teacher satisfaction. A critique protocol offers an alternative that intellectually engages teachers and fosters meaningful collaboration at different career stages.

Sprouse, M.L. “Collaborative professional development through a critique protocol.” English Journal. (2016, November). http://proxy.lib.umich.edu/login?url=https://search.proquest.com/docview/1970493600?accountid=14667