News and Events
February 2025
IAEP Center Webinar
Dr. Brent Duckor and Dr. Carrie Holmberg moderate a IAEP series âAssessment for Deeper Learningâ webinar on âBecoming high school student researchers in the Age of AI: Insights from a student-led study of improving reading with chatbotsâ featuring discussants Hudson Etkin (Los Altos High School), Kai Etkin (Los Altos High School), Ryan Carter (Los Altos High School and Fellow at Center for Innovation in Applied Education Policy) and Camarin Rolle, (Department of Psychiatry and Behavioral Sciences, Stanford University).
Sponsored by the Center for Innovation in Applied Education Policy (IAEP) this webinar features high school students who are developing research skills related to potential AI uses in secondary school contexts. The panelistsâtwo high school students, a high school counselor, and a university researcherâwill share their exploration of AI interventions in a study related to reading outcomes.
Our panelists will address these thematic questions together:
- What got you interested in AI?
- How has your high school research project related to AI changed your experience of school?
- Your study highlights a differential impact of AI tools based on baseline reading comprehension. How do you suggest schools or educators assess the suitability of these tools for students with varying levels of proficiency?
- How much of AI did you use in the design, development, implementation and evaluation of the results of this study?
- What advice would you give to middle and high schools about how to do projects like this?
These questions will guide a rich and insightful discussion, ensuring the panel addresses both the transformative potential and the ethical and practical challenges of AI implementation in education policy.
Event speakers' bios and contact information:
Hudson Etkin is a senior at Los Altos High School with plans to study mechanical engineering in college, motivated by a love for problem solving. Inspired by his experience tutoring underprivileged students within his schoolâs AVID program, he worked with a team to conceptualize, build, and conduct empirical research into the effect of AI tools on reading comprehension, hoping to work towards a world where AI might democratize education for all. The studyâs manuscript has been accepted for publication in Frontiers in Education. Beyond that, he has developed and grown a movie discovery app to 2.5k users, leads the worldâs largest high school hackathon, Los Altos Hacks, and interned for a political accountability startup. For fun, he enjoys playing Varsity soccer and casual pickleball with his friends.
Kai Etkin is a high school student passionate about research and leveraging AI for education and social good. The peer-reviewed empirical research Kai co-authored, accepted for publication in Frontiers in Education, explores AIâs impact on reading comprehension and its potential to bridge educational gaps. He is also a director for Los Altos Hacks, the largest high school hackathon in the world, and co-leads the AI for Social Good Initiative at LAHS. An avid debater and soccer player, Kai combines his passions for technology and education to advocate for responsible, research-backed AI solutions. His other activities include volunteering to improve senior digital literacy, video editing, developing apps and refereeing youth soccer games.
Ryan Carter, Ed.D., is a counseling educator with over 20 years of experience in K-12 public education. He has served as a program coordinator, school counselor, teacher, instructional coach, and educational leader at diverse institutions throughout the Bay Area. In addition to his work in secondary education, Dr. Carter is a research fellow for the Center for Innovation in Applied Education Policy (IAEP) at San José State University.
Dr. Carter holds a masterâs degree in Counseling and a doctorate in Educational Leadership. His additional scholarship focuses on the connection between educatorsâ beliefs and behavior, equity-oriented support frameworks, and best practices for supporting at-promise students. In his free time, Dr. Carter enjoys recharging his batteries through fitness and music.
Camarin Rolle, Ph.D. is a Clinical Assistant Professor in the Department of Psychiatry & Behavioral Sciences. Dr. Rolle completed her doctoral training in Neuroscience at Stanford in 2020.
Dr. Rolleâs clinical interests focus on the individualized neural-driven targeting of psychiatric treatments. She is passionate about the translational bridging between animal and human neuroscience, specifically focused on maximizing the methodological rigor in human neuroscience to better translate findings between species in psychiatry research.
In addition to her work in research, Dr. Rolle is passionate about disseminating her research and training in cortico-limbic circuits and their role in emotional regulation and development to resource families supporting the growth of youth with a history of trauma. She is integrated into the organizational efforts of a number of nonprofits dedicated to supporting the foster community, and is determined in her efforts to inform and strengthen youth-centered therapies through neuroscientific understandings.
January 2025
IAEP Center Directors and Fellow share insights on California arts reform policy
The âMonday Morning Callâ network represents former elected officials, policy makers, educational administrators, governmental officers, systems leaders, foundation officers, and a wide array of active stakeholders in Californiaâs systems of continuous improvement and support.
Dr. Brent Duckor and Dr. Lorri Capizzi as well as IAEP Center fellow, Dr. Sofia Fojas, were invited to present the results of a recent statewide study on the role of Californiaâs arts leads in advancing reform. Dr. Fojas led the session with a summary of her dissertation findings and made a 30-minute presentation to participants on the call.
She then fielded questions from the listening audience, including: former California state superintendent, Bill Honig; current president of the California Board of Education and President of the Learning Policy Institute (LPI), Dr. Linda Darling Hammond; and Dr. Michael Kirst, Professor Emeritus at Stanfordâs Graduate School of Education and founder of Policy Analysis for California Education (PACE).
Dr. Fojas discussed both her research and her experience as a doctoral fellow at the IAEP Center working for the last several years on building her experiences as a researcher-practitioner. âMy experiences in the EDD program under the supervision of faculty committed to my voice in policy was essential to my growth in the profession. I was reading Fullanâs work on leading from the middle while actually learning to do it!â
Dr. Fojas also added after the call session, âAfter reading so many important authors and trying to absorb, as a doctoral student, the implications of their writing for my own professional work, it was amazing to be on a call, interacting with these people and being able to stand and dialogue with them with a clear, authentic academic voice.â
With the passage of Proposition 28, Dr. Fojas noted that her own work at the Santa Clara County Office of Education had taken on a new dimension and she appreciated the opportunity to serve as an IAEP Center fellow to deeper reflect on the implications of arts reform in her position as the SCCOE county arts coordinator.
Presentation slides available here [pdf].
January 2025
IAEP Center Webinar
Dr. Brent Duckor and Dr. Carrie Holmberg moderate a IAEP series âAssessment for Deeper Learningâ webinar on âDeveloping Student Writers in the Age of AI: Which Approaches, if Any, Make Sense for Deeper Equity?â featuring discussants H. Alix Gallagher (Policy Analysis for California Education) and Glenn Kleiman (Stanford Accelerator for Learning and TeachAI).
Sponsored by the Center for Innovation in Applied Education Policy (IAEP) these distinguished panelists share findings and recommendations on artificial intelligence in educational policy in K-12 settings. The discussion will cover how policies are being formed at state and national levels to address the complex challenges of machine assisted learning in the age of AI.
Our panelists will address these thematic questions together:
- From your research so far, what is most promising about AI technologies from a policy perspective for todayâs educational leaders in K-12 settings?
- How can education leaders TODAY strike the right balance between leveraging AIâs potential and safeguarding against its risks, particularly in areas like privacy, equity, accessibility and accuracy?
- Given the potential for AI to either bridge or widen opportunity-to-learn gaps, what specific strategies should schools implement to ensure that AI tools benefit all students equitably, especially those in under-resourced communities or with limited digital access?
- With AI enabling continuous formative feedback, do you see traditional standardized assessments becoming obsolete? What role should AI play, if any, in shaping future models of accountability-based assessments that are both rigorous and reflective of students' diverse skills and competencies?
- What do we know about the key components of an effective professional development program to prepare teachers to integrate AI into ambitious teaching and authentic deeper learning which LPI and others have written about as goals of 21st century education?
These questions will guide a rich and insightful discussion, ensuring the panel addresses both the transformative potential and the ethical and practical challenges of AI implementation in education policy.
Event speakers bios and contact information:
H. Alix Gallagher, Ph.D., is the managing director and director of strategic partnerships at Policy Analysis for California Education (PACE). In research partnerships with California Education Partners and CORE Districts, the partners co-develop a research plan that provides ongoing feedback to support those organizationsâ work and broader learning for California about how to support district and school improvement. Gallagher also leads PACEâs partnership with TeachAI, engaging with how artificial intelligence (AI) affects education and what state and district-policy makers could do in emerging arena. In response to COVID-19, Gallagher leveraged her knowledge of instruction and teacher learning to support partners rethinking instructional models to include distance and blended learning. Before joining PACE, Gallagher was an associate director at the Center for Education Policy at SRI International, where she led large-scale randomized controlled trials and policy studies. She received her PhD from the University of WisconsinâMadison.
Glenn Kleiman, Ph.D. Glenn M. Kleiman, PhD, has made many contributions to education research, practice, and policy. After completing his PhD in cognitive psychology at Stanford, he was a Professor and Senior Researcher at the National Center for the Study of Reading at the University of Illinois. He later returned to Palo Alto to start an early EdTech company. Glenn spent 22 years as Vice President and Senior Scientist at Education Development Center, Inc. (EDC), a non-profit in the Boston area, where he led initiatives on mathematics education, educational technology, and education policy. He also taught at Harvard. He then moved south to serve as the Executive Director of the Friday Institute for Educational Innovation, playing influential roles in advancing K-12 education statewide, as well as in national projects such as President Obamaâs Future Ready Schools initiative. Currently he is a Senior Advisor for the Stanford Accelerator for Learning and a consultant for other organizations.
Both have recently written about AI policy formation and recommendations for the on âState Education Policy and the New Artificial Intelligence and the U.S. Department of Education report [pdf] on âAvoiding the Discriminatory Use of AIâ
For more information, here is the , transcript [pdf], and synopsis [pdf] of the webinar.
December 2024
IAEP Center Learning Pathway Modules
The IAEP Center is proud to announce free self-paced resources for building classroom assessment capacity in the area of assessment for deeper learning (AfDL). Available on the Resources page, these learning tools include a set of nine formative assessment training modules to support ambitious teaching and deeper learning across different subject areas.
These formative assessment-focused eLearning resources are self-paced and can be used in different configurationsâfrom self-study to PLCs. Each module contains videos, checks for understanding, examples of practice and a glossary of terms. PDFs are also available for lesson planning and other purposes.
Please reach out to Dr. Carrie Holmberg if you have any questions or would like to explore receiving credits on a transcript for completing the series.
December 2024
IAEP Center Webinar
Dr. Brent Duckor and Dr. Carrie Holmberg moderate a IAEP series âAssessment for Deeper Learningâ webinar on âBlending Instructional and Assessment Purposes in the Age of AI: What We are Learning in California Public Schools from the Wisdom of Practiceâ featuring discussants Wes Kriesel and Kunal Dalal, both administrators of artificial intelligence and innovation for the Orange County Department of Education.
Sponsored by the Center for Innovation in Applied Education Policy (IAEP) these distinguished panelists share their experiences and insights on assessment for deeper learning (AfDL) for communities that serve diverse students in secondary and tertiary settings. The panelists will explore how AI can assist in promoting ambitious teaching, instruction and assessment for deeper learning in public education.
Our panelists address these questions together:
- What do you think students see as most promising about AI and how are they using it today?
- What is most promising about the age of AI for the development of deeper learning in todayâs middle and high school settings?
- How, if at all, are AI technologies supporting assessment for deeper learning?
- What do we still not know âin instructional and assessment contextsâ about AI-assistive technologies to support deeper learning?
Event speakers bios and contact information:
Wes Kriesel is an administrator of artificial intelligence and innovation for the Orange County Department of Education, bringing over 25 years of experience in public education. His work in advancing outcomes for students, families, and staff is guided by inclusiveness, storytelling, and innovation. Previously, he served as Director of Innovation and Instructional Support at Fullerton School District, leading innovative and personalized learning initiatives, and held roles focused on 21st-century learning and virtual education development at Santa Ana Unified School District. Kriesel holds a Clear Administrative Services Credential and both an M.A. and B.A. in English from UC Irvine. His expertise spans educational innovation, AI integration, and personalized learning approaches. Outside of work, Wes enjoys photography, his dogs, his Jeep, and spending time with his wife â in reverse order of importance.
Kunal Dalal is an experienced educator and leader in the field of K-12 education, focusing on AI integration. He works with the Orange County Department of Education, leading AI initiatives across multiple districts. Kunal serves on the board of the Boys & Girls Clubs of Oakland, and has a background in entrepreneurship, including founding Accidentally Extraordinary, a small headphone company. He holds two master's degrees in education from Harvard University and UC Berkeley. In his personal life, Kunal enjoys rock climbing, snowboarding, cooking, and dadding.
For more information, here is the , transcript [pdf], and synopsis [pdf] of the webinar.
November 2024
IAEP Center Webinar
Dr. Brent Duckor and Dr. Carrie Holmberg moderate a IAEP series âAssessment for Deeper Learningâ webinar on âDeveloping Student Writers in the Age of AI: Which Approaches, if Any, Make Sense for Deeper Equity?â featuring discussants Hillary E. Walker (The Bay Area Writing Project), Chris Mah (Stanford University) and Kevin Dublin (The Living Room SF).
Sponsored by the Center for Innovation in Applied Education Policy (IAEP) these distinguished panelists share their experiences and findings on the role of artificial intelligence in the teaching of writing to young people in public school settings and the changing ways teachers have been managing the complex challenges of teaching writing in the age of AI.
Our panelists address these questions together:
- What is most promising about the age of AI for the development of student writers in todayâs middle and high school settings?
- In helping teachers to learn about and use AI tools for writing, which approaches seem to make the most sense?
- In helping students develop their writing skills and identities as writers, what works and what doesnât work when using AI tools?
- What do we still not know enough about in the development of students as writers in the age of AI?
Event speakers bios and contact information:
Hillary Walker directs the Bay Area Writing Project (BAWP) at UC Berkeley, where she has successfully led professional development for educators who are committed to deepening the role of writing instruction across various subject areas. Hillary has recently been exploring how AI can assist teachers who teach writing and are working to support K-12 students who are developing as writers.
Chris Mah is a PhD student at the Stanford Graduate School of Education and a BAWP Teacher Consultant. Chris researches connections between learning technologies, teacher education, and writing. His recent research explores the intersection of feedback and the effectiveness of AI writing supports in secondary schools. Prior to graduate study, Chris taught high school English in Minneapolis, Minnesota.
Kevin Dublin is an educator and author of Eulogy (2023) and How to Fall in Love in San Diego (2017). He is the director of The Living Room SF and has taught writing in the form of composition or creative writing at Duke University, San Diego State University, East Carolina University and in the community through the Elder Writing Project.
For more information, here is the , transcript [pdf], and synopsis [pdf] of the webinar.
October 2024
IAEP Center Directors Serve as Co-Chairs of CCTE Fall 2024 Conference
In October 2024, the Directors of the IAEP Center, Dr. Brent Duckor and Dr. Carrie Holmberg, led a statewide team from the California Council on Teacher Education to host the annual CCTE Conference in San Diego at the Kona Kai Resort and Conference Center.
Serving as Co-Chairs on the planning committee, Duckor and Holmberg proposed and facilitated the conference theme, âFeedback for All: Preparing for Deeper Learning for Equity and Excellence in the California Classroomâ with the purpose of engaging teacher educators in critical dialogue about assessment reforms that support feedback for all.
âBy confronting the legacies of accountability and testing, and the dominant paradigms that reduce assessment to grading reform,â Duckor said âCarrie and I have been seeking to advance intersectional dialogue from different perspectives that allow a renewed focus on assessment for deeper learning, project-based learning, and authentic and performance-based classroom assessment.â
As Dr. Holmberg stated at the conference in remarks before the Saturday session panel, âWe all know that effective formative feedback is a critical element of instruction that benefits student learning (Andrade & Brookhart, 2016; Duckor & Holmberg, 2023; Fisher, 2012; Hattie & Timperley, 2007; Hattie & Zierer, 2018; Sadler, 1989). For over three decades, researchers have found that feedback must be differentiated and contextualized to inspire and improve student performance.â
Deep equity is at the heart of formative feedback and the was dedicated to helping everyone rethink how our teachers can develop more effective feedback-driven tools, practices, and strategies in the K-12 classroom.
Dr. Linda Darling Hammond from the Learning Policy Institute () served as keynote speaker for the event and emphasized how feedback is perfectly aligned with equity-focused assessment reform aimed at state priorities for continuous improvement and equity-driven instruction (Noguera, Darling-Hammond, & Friedlaender, 2015). As Dr. Darling Hammond noted âOffering and supporting differentiated formative feedback is an important component of equity-focused assessment reform aimed at state priorities. Carrie and Brentâs work exemplifies this commitmentâ
IAEP Center core faculty member, Dr. Eduardo Muñoz-Muñoz, emphasized the need for deepening our understanding of feedbackâs role in supporting multilingual students and linguistically diverse newcomers. Muñoz-Muñoz cited the work of Ruiz-Primo and Li (2013) and Ruiz- Primo, Solano-Flores, & Li (2014) who have long argued that the field should first learn about what expert teachers do and how they frame their feedback practices for ELLs in particular.
The first Friday morning panel, âFeedback-Centered Practices for Bilingual/Multilingual Communities of Learners,â was planned and led by Dr. Eduardo Muñoz-Muñoz who has served as the Critical Bilingual Authorization Program Coordinator at San JosĂ© State University and Dr. Reyna Garcia Ramos who is Director of the Teacher Preparation Program at Pepperdine University. Other panelists who joined their session included: Sofia Gonzalez Otero, Coordinator of Multilingual Programs for the San Mateo-Foster City School District; Emily Ingram, an Education Programs Consultant with the Language Policy and Leadership Office of the Multilingual Support Division of the California Department of Education; Blanca Torres, a second grade dual immersion teacher in Chula Vista USD who is also a Mentor Teacher and Bilingual Authorization Adjunct Faculty for the University of San Diego; and Ana Lopez-Rodenzo, a student teacher at Pepperdine University. Dr. Sofia Gonzalez Otero said âIt was enriching to see what is possible with deeper feedback dives and what state and district level networks are doing in spaces committed to bilingual/multilingual learners with a focus on formative assessment.â
The Fall 2024 conference attendanceâwith over 300 participantsâwas one of the highest in the history of CCTEâs annual conferences. Various stakeholders, practitioners and researchers presented their own approaches to centering formative feedback, with the cumulative effect of offering a better understanding of the complexity, dimensions, and facets of feedback practices across K-12 systems.
For more information, see CCTE Winter 2024 Newsletter [pdf]
September 2024
IAEP Center Co-sponsors AI-assisted Writing Workshop
Dr. Carrie Holmberg served as an invited facilitator-presenter at the Bay Area Writing Project (BAWP) Weekend Workshop series on Saturday September 28, 2024. As part of her role as Assistant Director of Assessment at the IAEP Center, Dr. Holmberg has been working on building collaborative relationships with at UC Berkeleyâs BAWP and at the San JosĂ© Area Writing Project (SJAWP) and extending IAEP Centerâs efforts to build capacity for pre- and inservice Language Arts teachers across northern California.
Carrieâs workshop with BAWP colleagues focused on the question, âCan Generative AI Help New Teachers Coach Writers More Thoughtfully?â The 75-minute session generated insights with these guiding questions:
- How did you use AI to help one or both of the focus studentsâ writing samples?
- Where in the writing process do you envision your AI boost/intervention happening?
- What questions emerge for you in this process of using AI to support student writing?
- As you considered offering feedback on these studentsâ first writing drafts, did you notice a gap between the human-generated suggestions and machine-generated suggestions? If so, in what ways?
- How might one address and improve human and machine-generated feedback âin the writing processâ that promotes asset-based approaches?
For more information, contact Carrie.Holmberg@sjsu.edu at the IAEP Center
September 2024
IAEP Center Webinar
Dr. Brent Duckor and Dr. Carrie Holmberg moderate a IAEP series âAssessment for Deeper Learningâ webinar on Assessment for Deeper Learning: Making sense of machine driven feedback in the age of AI, featuring discussants Dr. Fabienne van der Kliej (Australian Council for Educational Research), Dr. Jill Willis (Queensland University of Technology) and Daniel Taylor-Griffiths (University of Queensland).
Sponsored by the Center for Innovation in Applied Education Policy (IAEP) these distinguished panelists share their experiences and findings on the role of assessment for deeper learning with a focus on AI-assisted feedback. The panelists address these questions together in the session:
- What does feedback look like in the age of AI?
- How will AI assisted resources, tools and technologies deepen feedback processes, cycles, and routines?
- Will AI assistive technologies better support the quality of directionality, configurations, and modalities of feedback?
Event speakers bios and contact information:
Dr. Fabienne van der Kleij is a Senior Research Fellow within ACERâs Centre for School and System Improvement (CSSI), leading a workstream focussed on evidence and innovation. With a PhD in feedback in computer-based assessment, Fabienne's work centres on the intersection of student learning, student voice and digital technologies. She conducts literature reviews, consults with key educational stakeholders, and develops evidence-based tools like the School Improvement Tool: Elaborations for student engagement and wellbeing. Before joining ACER Fabienne worked as a Research Fellow in academia (The University of Queensland, 2020; Australian Catholic University, 2014-2019), where she conducted research into educational assessment and teacher and school leader professional learning in feedback to improve student learning. She has published extensively on assessment and student learning in quality international peer-reviewed journal articles, practitioner outlets, and book chapters. Fabienne was recently awarded Fellowship status of the Association for Educational Assessment Europe, the highest level of professional recognition for expertise in and contributions to the assessment profession. Email contact: Fabienne.vanderkleij@acer.org
Dr. Jill Willis is a Professor of Education at Queensland University of Technology, Brisbane Australia. Her research investigates how reflexivity can lead to greater agency in the context of school structures like classroom assessment, learning spaces, and evaluation processes. She currently leads research on , and student evaluations of and is a member of the Centre for Inclusive Education. Jill has a strong track record in collaborating in international and multi-disciplinary teams. She is proud to be part of the international research team led by Professor Christopher DeLuca to propose four assessment capacities for assessment education in the 2023 book â: Cultivating Assessment Capacity in Teacher Educationâ. Email contact: jill.willis@qut.edu.au
Daniel Taylor-Griffiths is a PhD Candidate, Sessional Academic and Research Assistant at the University of Queensland, and is currently completing a placement with ACERâs Centre for School and System Improvement (CSSI). Having worked in various academic, student support, and policy roles at several Australian universities, he is driven by the need to mobilise educational psychology principles and evidence to support effective educational policy and practice. His primary interest is in developing studentsâ self- and co-regulatory capabilities to facilitate the successful transition to higher education. Danielâs PhD focuses on self- and co-regulatory feedback mechanisms that facilitate student motivation and engagement, with an aim to promote student wellbeing engagement through self-reflective feedback practices. Email contact: Daniel.TaylorGriffiths@acer.org
For more information, here is the , transcript [pdf], and synopsis [pdf] of the webinar.
May 2024
IAEP Fellow Sofia Fojas Featured in EdSource Article on the Impacts of Arts Education
Sofia Fojas, a 3rd year doctoral student at the College of Educationâs Ed.D. program in leadership has been studying the role of arts coordinators across California as part of a multi-year fellowship guided by Dr. Lorri Capizzi and Dr. Brent Duckor since summer 2021.
Sofiaâs dissertation research situates art coordinators as part of a wider leading from the middle reform framework (; ) and she studies the critical role her colleaguesâ beliefs and experiences play in deepening equity and excellence for at promise children and teens in the State-wide systems of support.
In a recent article on âMariachi program teaches history and culture as well as musicâ Sofia lent her voice to the importance of making an impact in our local schools and supporting the culture of our communities. In the interview with , she notes:
âI am really driven by the ideal of a free and public education, and the arts need to be part of that,â said Sofia Fojas, arts coordinator for the Santa Clara County Office of Education. âMusic and the arts are part of being human. Itâs a universal language, a way to bridge the different cultures we see in the classroom in California. Itâs really about the importance of arts and culture and engaging youth who traditionally have not had access.â
âEverybody needs to understand the importance of art,â said Fojas. âArts is culture, and when you deny people arts, youâre denying them culture, and those cultural artifacts are the things we leave behind. So if we deny youth the ability to participate in the arts, weâre denying future generations the ability to see what weâve left behind.â
May 2024
IAEP ELTE Cooperation Agreement Reached and Ties Deepened with International Researchers
Representatives from 91ÁÔÆæâs Center for Innovation in Applied Education Policy (IAEP) Center and Eötvös LorĂĄnd University () met in Budapest, Hungary to secure a cooperation agreement to conduct research on AI in K-12 and higher education settings. Executive Director Dr. Brent Duckor and Assistant Director Dr. Carrie Holmberg of the IAEP Center met with , the Dean of the Faculty of Education and Psychology and her colleagues to launch a cross-national exchange of research on innovations and risks related to AI technologies in tertiary and higher education contexts. The primary focus on the collaboration between ELTE and 91ÁÔÆæ IAEP faculty leads will be on the production and dissemination of shared research in various channels including webinars, international conference presentations, peer reviewed journal articles, guest lectures delivered in courses that include educational sciences Masterâs degrees.
Dr. Brent Duckor noted that the IAEP Center is dedicated to global perspectives on AI, particularly in the areas of assessment, evaluation, and testing, as these new technologies will inevitably impact and transform âbusiness as usual.â âWe seek international partners with strong research programs to help inform our own thinking about AI-infused educational ecosystems. Hungarians such as Andy Grove at Intel have long influenced Silicon Valley from its inception. It is exciting to learn from and improve our AI research focus at IAEP with committed ELTE faculty here at San JosĂ© State University.â
Dr. Carrie Holmberg who currently leads IAEPâs professional development and certificates programs will be working with the ELTE team to better serve international stakeholders who may wish to upgrade their use of AI technology in classroom assessment settings. At the Budapest meeting, Dr. Holmberg emphasized the values and care the IAEP Center has for equity and excellence together: âThere are promising âsolutionsâ emerging aimed at reducing teacher and faculty workload using potentially rich feedback protocols and processes with AI. Our goal is to offer practical and responsible uses of AI grading and evaluation tech to teachers committed to integrity, growth, and genuine intellectual development.â
Both Duckor and Holmberg also presented a working paper on âCan machines serve as guides-on-the-side? at the 20th Conference on Educational Assessment at the Hungarian Academy of Sciences, University of Szeged, Szeged, Hungary. Coupled with two sponsored workshops, these contributions continue to build ties to networks and broader communities of educational researchers across Europe.
March 2024
IAEP Center Webinar
Dr. Brent Duckor and Dr. Carrie Holmberg moderate a IAEP series âAssessment for Deeper Learningâ webinar on Assessment for Deeper Learning: Rethinking Possibilities and Practice for EL Students Today, featuring discussants Dr. Muñoz-Muñoz (San JosĂ© State University), Dr. SofĂa GonzĂĄlez-Otero (San Mateo-Foster City School District) and Dr. Ma Bernadette Salgarino (Santa Clara County Office of Education).
Sponsored by the Center for Innovation in Applied Education Policy (IAEP) these distinguished panelists share their experiences and findings on the role of assessment in positively transforming EL outcomes, while also addressing practices that may impede EL student success. The panelists address these questions together:
- What does high quality assessment for learning mean for EL serving practitioners?
- Which assessment for learning approaches lead to positive outcomes for EL serving students?
- Are there any areas for concern we need to know about when it comes to traditional classroom assessment practices?
- How might we rethink classroom assessment for achieving EL-focused equity, inclusivity and excellence?
Event speakers bios and contact information:
Dr. Eduardo R Muñoz-Muñoz is an Associate professor at San JosĂ© State University. He holds a Ph.D. with a dual specialization in Race, Inequality and Language in Education and Sociology of Education from Stanford University. Dr. Muñoz-Muñoz serves as the Coordinator of the Critical Bilingual Authorization program âBilingĂŒismo y Justiciaâ at the Lurie College of Education, as well as the site director of the Stanford World Language Project (SWLP). He researches the transformative power of critical multilingual teachers for our societyÂŽs democratic education project and has begun examining the critical role of classroom assessment in shaping language learner outcomes. Email contact: eduardo.munoz-munoz@sjsu.edu
Dr. SofĂa GonzĂĄlez-Otero is the Coordinator of Multilingual Learner Services at San Mateo-Foster City School District. She holds a Ph.D. in Equity and Innovation in Education from the University of A Coruña (Spain), co-supervised by Stanford University. In her previous role as a Data and Research Associate at New Teacher Center, Smarter Balanced Consortium, Dr. GonzĂĄlez-Oteroâs work focused on developing and analyzing instructional resources in grades 3-8 and high school in the areas of English Language Arts and Mathematics. As an Instructional and Senior Research Associate at Stanfordâs Understanding Language and Center to Support Excellence in Teaching (CSET), she also supported different organizations, districts, and schools to address the needs and progress of multilingual students. Email contact: sgonzalezotero@smfc.k12.ca.us
Dr. Ma Bernadette Salgarino is Assistant Director of iSTEAM at the Santa Clara County Office of Education (SCCOE). Dr. Salgarino is the President of CA Mathematics Council, a former HS mathematics teacher, a National Board Certified Teacher, a member of the Mathematics Curriculum Framework Committee (2013 & 2023), and SBAC item writer and reviewer. Her leadership within the Bay Area East Side Alliance was instrumental in co-creating a system aimed at promoting and sustaining Assessment for Learning practices. Email contact: bandres-salgarino@sccoe.org
For more information, here is the , transcript [pdf], and synopsis [pdf] of the webinar.
February 2024
CCEE IAEP Workshop Presentation
The Center for Innovation in Applied Education Policy (IAEP) Center focuses on interdisciplinary and interprofessional research projects to build a system of support from within the CSU to better meet the needs of vulnerable at-promise students. Working with the California system of support providers, Dr. Brent Duckor and Dr. Lorri Capizzi are connecting with directors, staff, and stakeholders to share new âeducativeâ leadership tools for communicating practitioner-centered research to better serve at-promise students. Director Matt Navo will curate the discussion of the newly launched IAEP Centerâs most recent multi-module project, sponsored in part by the Center to Close the Opportunity Gap (), that focuses on meeting the needs of students in foster care. The design team at 91ÁÔÆæâs IAEP Center is creating the module series âWeaving Connections: Collaborative Support for Foster Youth in California Schoolsâ to start the interprofessional focused conversations to promote transformative perspectives on the needs of foster youth. These on-line resources will demonstrate how teachers, school counselors, school social workers, school administrators and school psychologists can work together by seeing how each of their roles and responsibilities inform practice. The hour-long workshop will invite feedback from CCEE leads on how to customize and tailor these modules to current projects across the network and broader community.
January 2024
NZCER Webinar
Dr. Brent Duckor and Dr. Carrie Holmberg led a national webinar on, featuring discussants Dr. Bronwen Cowie (University of Waikato) and Dr. Gavin Brown (University of Auckland). Sponsored by the New Zealand Council for Educational Research () Duckor and Holmberg spoke to their findings on feedback, with practical actions that kaiako can implement right away in their classroom to support studentsâ peer- and self-assessment and learning progressions based on their new book .
