Jesse R Sparks
Biographic Data
| ID | 10098781 |
|---|---|
| NAME | Jesse R Sparks |
| GIVEN NAMES | Jesse R |
| FAMILY NAME | Sparks |
| SIGNATURE | SPARKS J R |
| AFFILIATIONS | Educational Testing Service |
| ORCID | 0000-0002-4299-407X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A Preliminary Research and Evaluation Agenda for Personalized Assessment in the Service of Equity
This research memorandum describes a preliminary research and evaluation agenda for personalized assessments, where such assessments are intended to be attuned to the social, cultural, and other relevant characteristics of individuals and the contexts from which they come. The agenda targets the full range of assessment uses—school accountability, national and international assessment, admissions, certification and licensure, and instructional pl…
Measuring persistence and academic resilience of K−12 students
Persistence and academic resilience are two non-cognitive skills that are important for students' long-term academic success. To date, there has been a lack of consensus on how to define and measure these critical constructs at the K−12 level. Clear operational definitions and valid measures are essential to assess students' competencies with respect to these two skills and to evaluate how these skills may develop through educational intervention…
Caring assessments
Caring assessments is an assessment design framework that considers the learner as a whole and can be used to design assessment opportunities that learners find engaging and appropriate for demonstrating what they know and can do. This framework considers learners’ cognitive, meta-cognitive, intra-and inter-personal skills, aspects of the learning context, and cultural and linguistic backgrounds as ways to adapt assessments. Extending previous wo…
No prominent works on this page.
Caring assessments
Caring assessments is an assessment design framework that considers the learner as a whole and can be used to design assessment opportunities that learners find engaging and appropriate for demonstrating what they know and can do. This framework considers learners’ cognitive, meta-cognitive, intra-and inter-personal skills, aspects of the learning context, and cultural and linguistic backgrounds as ways to adapt assessments. Extending previous wo…
Measuring persistence and academic resilience of K−12 students
Persistence and academic resilience are two non-cognitive skills that are important for students' long-term academic success. To date, there has been a lack of consensus on how to define and measure these critical constructs at the K−12 level. Clear operational definitions and valid measures are essential to assess students' competencies with respect to these two skills and to evaluate how these skills may develop through educational intervention…
A Preliminary Research and Evaluation Agenda for Personalized Assessment in the Service of Equity
This research memorandum describes a preliminary research and evaluation agenda for personalized assessments, where such assessments are intended to be attuned to the social, cultural, and other relevant characteristics of individuals and the contexts from which they come. The agenda targets the full range of assessment uses—school accountability, national and international assessment, admissions, certification and licensure, and instructional pl…
Academic achievement (1 work) · Certification (1 work) · Cognitive Abilities and Testing (1 work) · Computer Science (1 work) · Data science (1 work) · Early Childhood Education and Development (1 work) · Education, Achievement, and Giftedness (1 work) · Educational and Psychological Assessments (1 work) · Empirical research (1 work) · Evaluation methods (1 work)