Student outcomes dimension: engagement, mindsets, belonging, and grade-level proficiency¶

Element · All elements
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Dimension 6 of the construct map defines student outcomes as "Students have positive learning experiences and master grade level content". Its four sub-constructs cover deep engagement with lesson work (self-monitoring, managing frustration, problem-solving strategies, explaining thought processes), feeling affirmed with positive mindsets, feeling they belong to the classroom community, and meeting grade-level proficiency standards. This dimension anchors the map's outcome side for ELA and math.

Design Implications¶

Context¶

Requirements¶

• Must be assessed alongside the instructional dimensions the map positions upstream of student outcomes

Constraints¶

• Sub-constructs are stated as measurement targets, not as tested empirical results

Target Learners¶

• K-12 students in ELA and math classrooms

Target Learning Goals¶

• deep engagement with content
• positive academic mindsets
• classroom belonging
• grade-level proficiency

Affordances¶

Claims¶

• Students with a stronger sense of belonging tend to show more academic self-confidence, motivation, engagement and achievement (review reports Pedler et al.) [+W]

Related Elements¶

• Shared Measures Construct Map instrument for ELA and math curriculum shifts

Examples¶

• Use the construct map for progress monitoring of CBPL and HQIM implementation

Key Sources¶

• Assessing ELA and Math Curriculum Shifts: A Practical Guide for Measurement and Progress Monitoring. Shared Measures Construct Map. https://edinstruments.org/toolkits/assessing-ela-and-math-curriculum-shifts-practical-guide-measurement-and-progress