Measurement for Improvement
Item
Title
Measurement for Improvement
Alternate name
Chapter 18
Abstract/Description
Measurement for improvement is associated with the field of quality improvement in workplaces such as industry and hospitals (Provost & Murray, 2011; Solberg et al., 1997; Struebing, 1996). It was developed to support people across organizational silos, especially people on the front lines of work, to engage in broader systemic change efforts to test hypotheses about how to achieve an aim. While measurement
for improvement has a decades-long history in other fields, its foray into the field of education is still at an early stage. We focus in this chapter on the measurement work that is integral to continuous improvement methods, which fall under the umbrella of improvement research. [...]
In the sections that follow, we first elaborate the broader context of measurement for improvement with a focus on the “learning loop” (Bryk et al., 2015). We then turn our attention to four key aspects of measurement for improvement, as represented in figure 18.1: (1) selection and design of measures for improvement; (2) establishment and maintenance of an analytic infrastructure; (3) building of social processes and routines for making sense of data; and (4) considerations of validity, or processes for assessing the quality of measures for the distinct purpose of improvement. Throughout our discussion of each of the aspects, we highlight issues of power and equity that arise, and we refer to specific examples of measurement for improvement when possible. Finally, we reflect on challenges, as well as opportunities, in advancing measurement for improvement.
for improvement has a decades-long history in other fields, its foray into the field of education is still at an early stage. We focus in this chapter on the measurement work that is integral to continuous improvement methods, which fall under the umbrella of improvement research. [...]
In the sections that follow, we first elaborate the broader context of measurement for improvement with a focus on the “learning loop” (Bryk et al., 2015). We then turn our attention to four key aspects of measurement for improvement, as represented in figure 18.1: (1) selection and design of measures for improvement; (2) establishment and maintenance of an analytic infrastructure; (3) building of social processes and routines for making sense of data; and (4) considerations of validity, or processes for assessing the quality of measures for the distinct purpose of improvement. Throughout our discussion of each of the aspects, we highlight issues of power and equity that arise, and we refer to specific examples of measurement for improvement when possible. Finally, we reflect on challenges, as well as opportunities, in advancing measurement for improvement.
[Quoted from p. 424]
Author/creator
Date
In publication
Pages
423-442
Publisher
Rowman & Littlefield Publishers
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Synthesis/Overview
IRE Approach/Concept
Featured case/project
Primary national context
Open access/full-text available
No
ISBN
978-1-5381-5234-8
Grant funding
Grant number
NSF Grants #1620851 and #1621238
Is part of
Other related resources/entities
Citation
Takahashi, S., Jackson, K., Norman, J. R., & Ing, M. (2022). Measurement for Improvement. In D. J. Peurach, J. L. Russell, L. Cohen-Vogel, & W. R. Penuel (Eds.), The Foundational Handbook on Improvement Research in Education (p. 423-442). Rowman & Littlefield Publishers. https://rowman.com/ISBN/9781538152348/The-Foundational-Handbook-on-Improvement-Research-in-Education
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 Measurement for Improvement in Education |
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