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|Title:||Measuring the Scale Outcomes of Curriculum Materials|
|Authors:||Roblin, Natalie Pareja|
|Publisher:||International Society of the Learning Sciences, Inc. [ISLS].|
|Citation:||Roblin, N. P., Schunn, C., & McKenney, S. (2018). Measuring the Scale Outcomes of Curriculum Materials. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 1. London, UK: International Society of the Learning Sciences.|
|Abstract:||Learning sciences research often focuses on learning environments that aim for substantial impact on learners, and is increasingly concerned with doing so at scale. While learning scientists regularly measure teacher outcomes and learner outcomes, data are rarely collected on other dimensions of scale that are important for uncovering practices and designs that achieve wide-reaching, long-term impact on learning, notably: spread of underlying norms and beliefs, sustainability of use, and shift of ownership into the hands of the practitioners using the learning environments. This paper describes an instrument for measuring these scale outcomes with a focus on a particular component of learning environments: curriculum materials. By presenting both the instrument and results from its pilot use, this paper offers a conceptual as well as a methodological contribution toward developing much-needed instrumentation for evaluating the outcomes of learning environments at scale.|
|Appears in Collections:||ICLS 2018|
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