Arizona State University, Tempe, Arizona, Sept. 2016 – Present
- PhD Candidate; Learning, Literacies, and Technologies; Current GPA: 4.0
- Dissertation in Progress: Applying Translanguaging Theory to Testing: Designing a New Technology-Enhanced Accommodation for English Language Learners
Utah State University, Logan, Utah, Sept. 2014 – May 2016
- M.Ed. Candidate; GPA: 4.0
- Co-designed and co-taught course online for graduate students: “Videogames and learning.”
- Utah State University ITLS department award winner – “Outstanding Graduate Student – M.Ed Program”
- Robins Award finalist – “Utah State University Man of the Year”
- ITLS Department Student Association President
Carleton College, Northfield, Minnesota, Sept. 2005 – June 2009
- B.A. in Religion; Cum Laude; GPA: 3.32
- Thesis: “The Khoton of Western Mongolia: An Original Religious Ethnography of Mongolian Muslims”
- Presented original research to U.S. Ambassador to Mongolia
Close, K., Amrein-Beardsley, A., & Collins, C. (2020). Putting teacher evaluation systems on the map: An overview of states’ teacher evaluation systems post-Every Student Succeeds Act. Education Policy Analysis Archives, 28(1), 1-58. Retrieved from https://epaa.asu.edu/ojs/article/view/5252. https://doi.org/10.14507/epaa.28.5252.
Amrein-Beardsley, A., & Close, K. (2019). Teacher-level value-added models (VAMs) on trial:
Empirical and pragmatic issues of concern across five court cases. Educational Policy, 1-42.
Paige, M. A., Amrein-Beardsley, A., & Close, K. (2019). Tennessee’s national impact on teacher evaluation law & policy: An assessment of value-added model litigation. Tennessee Journal of Law & Policy, 13(2), 523-574.
Close, K., Amrein-Beardsley, A., & Collins, C. (2018). State-level assessments and teacher evaluation systems after the passage of the Every Student Succeeds Act: Some steps in the right direction. Boulder, CO: Nation Education Policy Center (NEPC). Retrieved from http://nepc.colorado.edu/publication/state-assessment
Henderson, J. B., McNeill, K. L., González‐Howard, M., Close, K., & Evans, M. (2018). Key challenges and future directions for educational research on scientific argumentation. Journal of Research in Science Teaching, 55(1), 5-18.
Aghababyan, A., Martin, T., Janisiewicz, P., & Close, K. (2016). Microgenetic Learning Analytics Methods: Hands-on Sequence Analysis Workshop Report. Journal of Learning Analytics, 3(3), 96-114.
Brasiel, S., Close, K., Jeong, S., Lawanto, K., Janisiewicz, P., Martin T. (2017) Measuring computational thinking development with the FUN! Tool. In C. Hodges & P. Rich (Eds.), Computational thinking: research and practice.
Lawanto, K., Close, K., Ames, C., Brasiel, S., (2017) Exploring strengths and weaknesses in middle school students’ computational thinking in scratch. In C. Hodges & P. Rich (Eds.), Computational thinking: research and practice.
Close, K., Amrein-Beardsley, A., & Collins, C. (2019). Mapping America’s teacher evaluation plans under ESSA. Phi Delta Kappan, 101(2), 22-26. Retrieved from https://kappanonline.org/mapping-teacher-evaluation-plans-essa-close-amrein-beardsley-collins/
Close, K., & Amrein-Beardsley, A. (2018). Learning from what doesn’t work in teacher evaluation. Phi Delta Kappan, 100(1), 15-19. Retrieved from http://www.kappanonline.org/learning-from-what-doesnt-work-in-teacher-evaluation/
Close, K., Bowers, N., Mehta, R., Mishra, P., & Henderson, J.B (2018). Students as teachers: How science teachers can collaborate with their students using peer instruction. iWonder: Rediscovering School Science. (5).
Close, K. (2020, March 19). Viral design: How “flatten the curve” may curb the pandemic [Blog post]. Retrieved from https://talkingaboutdesign.com/viral-design-how-flatten-the-curve-may-curb-the-pandemic/
Perez Cortes, L., Close, K. (2020, January 8). Designing experience: A case-study of Disneyland’s lines [Blog post]. Retrieved from https://talkingaboutdesign.com/designing-experience-a-case-study-of-disneylands-lines/
Close, K. (2019, December 21). Why is it so hard to define design: Holiday edition [Blog post]. Retrieved from https://talkingaboutdesign.com/why-is-it-so-hard-to-define-design-holiday-edition/
Close, K. (2019, November 22). Escaping design stereotypes: An interview with escape room designer Andy Parr [Blog post]. Retrieved from https://talkingaboutdesign.com/escaping-design-stereotypes-an-interview-with-escape-room-designer-andy-parr/
Close, K. (2019, October 27). Who is talking about design [Blog post]. Retrieved from https://talkingaboutdesign.com/who-is-talking-about-design/
Close, K. (2019, October 18). Representing the five discourses: The juggler [Blog post]. Retrieved from https://talkingaboutdesign.com/the-juggler/
Close, K. (2019, September 27). What is (and is not) design? [Blog post]. Retrieved from https://talkingaboutdesign.com/ https://talkingaboutdesign.com/what-is-and-is-not-design/
Close, K. (2017, May 2). Einstein hated standardized tests or: How the internet changes everything [Blog post]. Retrieved from https://email@example.com/einstein-hated-standardized-tests-or-how-the-internet-changes-everything-d658648b0f82
Close, K. (2017, April 21). Florida judge basically says standardized tests will never achieve their purpose [Blog post]. Retrieved from https://firstname.lastname@example.org/florida-judge-basically-says-standardized-tests-will-never-achieve-their-purpose-224e20aeb1e4
Close, K. (2017, April 11). New York Times releases story on SAT test gap [Blog post]. Retrieved from https://email@example.com/new-york-times-releases-story-on-sat-test-gap-59fe47b4259f
Close, K. (2017, February 22). You don’t know what you’re measuring [Blog post]. Retrieved from https://firstname.lastname@example.org/you-dont-know-what-you-re-measuring-957c0a59e7e7
Close, K. (2017, February 17). Are standardized tests racist? [Blog post]. Retrieved from https://email@example.com/are-standardized-tests-racist-cb98edce1add
Close, K., & Paek, P. (April, 2020) Applying linguistic frameworks to reduce construct irrelevance on high stakes mathematics items. To be presented at the National Council on Measurement in Education (NCME), San Francisco, CA.
Close, K., Amrein-Beardsley, A., & Collins, C. (April, 2020). America’s teacher evaluations systems post ESSA: A descriptive analysis and overview. To be presented at the Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA.
Close, K., & Zheng, Y. (December, 2019) Linguistic issues with standardized test items: Findings from cognitive interviews with native Spanish and mandarin Chinese speakers. Arizona Education Research Organization (AERO) Annual Conference, Tempe, AZ.
Close, K., Amrein-Beardsley, A., & Collins, C. (April, 2019). Fewer statewide value-added models (VAMs) and more local control: Teacher evaluation systems post ESSA. Annual Meeting of the American Educational Research Association (AERA), Toronto, Canada
Close, K., Amrein-Beardsley, A., & Collins, C. (April, 2018). A national overview of teacher evaluation systems post the passage of the Every Student Succeeds Act (ESSA). Annual Meeting of the American Educational Research Association (AERA), New York, NY.
Close, K. & Henderson, J. B. (June, 2017). Braincandy: A Cloud-Based Platform Providing Students Authentic, Engaging, and SAFE Spaces to Articulate and Refine Oral Argumentation. Computer-Supported Collaborative Learning (CSCL), Philadelphia, PA.
Amrein-Beardsley, A., & Close, K. (April, 2017). Teacher value-added systems “at issue” across U.S. courts: Critical measurement issues. The annual convention of the American Educational Research Association (AERA), San Antonio, TX.
Amrein-Beardsley, A., Close, K., Collins, C. (January, 2017). Teacher Evaluation Systems Based on Growth and Value-Added Models (VAMs) After the Every Student Succeeds Act (ESSA): A National Overview In Progress. TCDC 3rd Annual Education Research Conference. Tempe, AZ.
Clarke-Midura, J., Allan, V., Close, K. (March, 2016) The role of mentoring as a way to increase girls’ participation in CS. SIGCSE ’16. Memphis, TN.
Close, K., Martin, T., Brasiel, S., Janisiewicz, P. (November, 2015). Accelerating analysis of learning: Using the FUN! tool to automatically adapt, analyze, and visualize data. AECT International Convention. Indianapolis, IN.
Cain, R., Close, K., Hernandez, J., Brinkerhoff, M. (September, 2015). Crafting a new university department sign: A maker approach. Making Innovation Conference. Logan, UT.
Close, K., Martin, T., & Brasiel, S (July, 2015). What do I do with all this data? How to use the FUN! tool to automatically clean, analyze, and visualize your digital data. 11th Annual Games+Learning+Society Conference. Madison, WI.
Martin, T., Close, K., Brasiel, S., & Janisiewicz, P. (April, 2015). Capturing changes in children’s computer programming ability while playing Scratch. National Association of Research on Science Teaching Annual International Conference. Chicago, IL.