A review of systems to rate the strength of scientific evidence in education: Conceptual and applied implications of differences in the construction of What Works in education. Jennifer L Frank

ISBN: 9780549634218

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NOOKstudy eTextbook

245 pages


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A review of systems to rate the strength of scientific evidence in education: Conceptual and applied implications of differences in the construction of What Works in education.  by  Jennifer L Frank

A review of systems to rate the strength of scientific evidence in education: Conceptual and applied implications of differences in the construction of What Works in education. by Jennifer L Frank
| NOOKstudy eTextbook | PDF, EPUB, FB2, DjVu, AUDIO, mp3, ZIP | 245 pages | ISBN: 9780549634218 | 4.75 Mb

Across the nation, the goal of finding evidence to support educational practices is motivated by a search for an answer to the question of What Works? However, multiple criteria currently exist for grading the quality or rigor of research studiesMoreAcross the nation, the goal of finding evidence to support educational practices is motivated by a search for an answer to the question of What Works? However, multiple criteria currently exist for grading the quality or rigor of research studies and evidence to support various interventions and instructional practices.

The purpose of this study was to (a) conduct a systematic review and analysis of criteria used to grade the quality of research or strength of evidence to support literacy interventions, and (b) explore the inter-rater reliability and extent to which different criteria yield reliable and convergent findings regarding overall study quality.-A systematic review of the literature from 1995 to 2007 revealed that approximately 50 separate systems for grading the strength of intervention evidence or research quality currently exist.

Most criteria were embedded within a practice recommendation guidance document designed to be used by field-based practitioners (34%). A majority of criteria reviewed (85%) were developed under the sponsorship of a specific professional group or organization, most of which were technical assistance or research centers (55%). The U.S. Department of Education was the primary or partial funding source in the development of 19 separate quality rating criteria reviewed.

Stand-alone quality rating scales (n=3), rubrics (n=2), and checklists (n=4) were relatively uncommon. Approximately 45% of criteria were applicable to experimental/RCT designs, 42% to quasi-experimental designs, 15% were applicable to correlational/observational designs, 13% to qualitative designs, 13% to meta-analysis or systematic review, 11% to single-case or small-n designs, and 7% to evaluation studies. Target audiences for these products were quite diverse, although the most common target audience was field-based practitioners (34%).

Most criteria were targeted to a practitioner audience, and web-based dissemination methods were most common. A majority of criteria reviewed (85%) were developed under the sponsorship of a specific professional group or organization, most of which were technical assistance or research centers (55%). U.S. Department of Education was the primary or partial funding source in the development of 19 separate quality rating criteria.

The practical differences between systems to rate the strength of evidence and checklists for grading study quality were compared using APA Division 16 coding criteria and What Works Clearinghouse study applied to the review of study included in the National Reading Panel (NRP) phonics review.

Adequate levels of inter-observer agreement were obtained for both instruments in the coding of NRP studies, although domain scores assigned by study coders were somewhat less reliable than their coding of individual items. Overall quality scores derived from each instrument were not significantly correlated.



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