Categories for Education Outcomes
June 18, 2021
Cost-Effectiveness Analysis: A Component of Evidence-Based Education. Including cost-effectiveness data in the evaluation of programs is the next step in the evolution of evidence-based practice. Evidence-based practice is grounded in three complementary elements: best available evidence, professional judgment, and client values and context. To fully apply the cost-effectiveness data, school administrators will have to rely on all three of these elements. The function of cost-effectiveness data is to guide decisions about how limited financial resources should be spent to produce the best educational outcomes. To do so, it is necessary for decision makers to choose between options with known cost-effectiveness ratios while working within the budget constraints. In this article, I discuss some of the considerations that have to be addressed in the decision-making process and implications of including cost-effectiveness analyses in data-based decision making.
Citation: Detrich, R. (2020). Cost-effectiveness analysis: A component of evidence-based education. School Psychology Review, 1-8.
Link:
https://www.tandfonline.com/doi/abs/10.1080/2372966X.2020.1827864
June 18, 2021
How could evidence-based reform advance education? This article presents a definition and rationale for evidence-based reform in education, and a discussion of the current state of evidence-based research, focusing on China, the U.S., and the UK. The article suggests ways in which Chinese, U.S., UK, and other scholars might improve the worldwide quality of evidence-based reform in education. One indicator of this partnership is an agreement among the Chinese University of Hong Kong, Nanjing Normal University, and Johns Hopkins University to work together on Chinese and English versions of the website Best Evidence in Brief and a collaboration between Johns Hopkins and the ECNU Review of Education at East China Normal University.
The Wing Institute would like to acknowledge the contributions of Robert Slavin to the field of education. Our condolences go out to Robert Salvin’s family on the loss of one of America’s premier proponents of evidence-based education, who recently passed away on April 24, 2021. Robert Slavin was an education researcher who sought to translate the science of learning into effective teaching practices. Dr. Slavin was a distinguished professor at Johns Hopkins University’s School of Education, where he directed the Center for Research and Reform in Education
Citation: Slavin, R. E., Cheung, A. C., & Zhuang, T. (2021). How could evidence-based reform advance education?. ECNU Review of Education, 4(1), 7-24.
Link:
https://journals.sagepub.com/doi/full/10.1177/2096531120976060
June 18, 2021
Evidence-Based Policies in Education: Initiatives and Challenges in Europe. This article examines the state of progress of evidence-based educational policies in Europe and identifies organizations for the generation and dissemination of evidence. Further, it discusses some of the most relevant challenges facing the development of evidence-informed education policies in Europe.
Citation: Pellegrini, M., & Vivanet, G. (2020). Evidence-based policies in education: Initiatives and challenges in Europe. ECNU Review of Education, 2096531120924670.
Link:
https://journals.sagepub.com/doi/pdf/10.1177/2096531120924670
June 17, 2021
Evidence-based decision-making: A team effort toward achieving goals. Implementing evidence-based practices requires not only knowledge of various interventions and practices but also professional judgment in selecting and applying an intervention that best meets the needs of the child and the family. Previous work on decision-making in evidence-based practices has focused on describing evidence-based practices, how the identification of evidence-based practices has affected the field of education (and, specifically, special education), and strategies for implementing evidence-based practices. The next logical step is in addressing how practitioners might make decisions about how to select evidence-based practices that match strengths and needs as well as contexts for children.
Citation: McCollow, M. M., & Hoffman, H. H. (2020). Evidence-based decision-making: A team effort toward achieving goals. Young Exceptional Children, 23(1), 15-23.
Link: https://journals.sagepub.com/doi/pdf/10.1177/1096250618801287
June 17, 2021
A Cost Analysis of the Innovation–Decision Process of an Evidence-Based Practice in Schools. The translation of evidence-based practices (EBPs) to improve students’ social, emotional, behavioral, and academic out- comes into authentic school settings has posed significant challenges for both researchers and practitioners. Among the many barriers to the adoption and use of EBPs are their associated costs. This study presents a framework for integrating the diffusion of innovation theory into an economic evaluation utilizing a societal perspective, which affords the capturing of costs of all phases from adoption through implementation of EBPs for all stakeholders.
Citation: Barrett, C. A., Pas, E. T., & Johnson, S. L. (2020). A Cost Analysis of the Innovation–Decision Process of an Evidence-Based Practice in Schools. School Mental Health, 12(3), 638-649.
Link: A Cost Analysis of the Innovation–Decision Process of an Evidence-Based Practice in Schools
June 3, 2021
A substantial body of evidence is available to guide teacher preparation programs in developing a pre-service curriculum based on universal skills needed for success across settings, age ranges, and subjects being taught. These skills include instructional delivery, classroom management, formative assessment, and personal competencies (soft skills). Research tells us that better learning happens when teachers offer explicit instruction in which they select the learning area to be taught, set criteria for success, inform students of criteria, demonstrate the lesson through modeling, evaluate student learning, provide remedial opportunities, and offer closure after each lesson. Subject matter expertise is frequently identified as essential training for teachers, with substantial resources being allocated for such training. However, there is little research in support of emphasizing subject matter training, except for specialized training in reading, science, and mathematics. Time is better spent training new teachers to be fluent in universal skills. In its research and rating of teacher preparation programs, National Council of Teacher Quality (NCTQ) has found that many programs do not organize their curriculum around universal skills that evidence finds are essential to effective teacher preparation.
Citation: Cleaver, S., Detrich, R., States, J. & Keyworth, R. (2021). Curriculum Content for Teacher Training Overview. Oakland, CA: The Wing Institute. https://www.winginstitute.org/pre-service-teacher-curriculum-content.
Link: https://www.winginstitute.org/pre-service-teacher-curriculum-content
May 19, 2021
Standardized Testing and the Controversy Surrounding It. The purpose of this paper is to provide a general understanding of standardized testing as well as the current controversy surrounding it, particularly in the context of performance-based accountability systems. The overview addresses the following questions related to standardized testing:
- What do stakeholders need to understand about standardized testing?
- What is the history of standardized tests and how have the tests been used?
- What are the reasons for the current controversy over standardized testing?
Citation: Polster, P.P., Detrich, R., & States, J., (2021). Standardized Testing: The Controversy Surrounding It. Oakland, CA: The Wing Institute. https://www.winginstitute.org/student-standardized-tests.
Link: https://www.winginstitute.org/student-standardized-tests
May 18, 2021
Teachers’ Essential Guide to Formative Assessment. This article offers information on how to implement formative assessments that will enhance student performance. The author defines formative assessment and highlights the benefits a teacher can expect when effectively implementing ongoing progress monitoring in the classroom. Formative assessment is defined, tips summarized to guide teachers in selecting the proper assessment tool for the task, and practical techniques for educators to consider are included for how to maximize the effectiveness of formative assessments.
Citation: Knowles, J. (2020). Teachers’ Essential Guide to Formative Assessment.
Link: https://www.commonsense.org/education/articles/teachers-essential-guide-to-formative-assessment
May 18, 2021
Playing like you practice: Formative and Summative Techniques to Assess Student Learning. This chapter offers a practical review of formative and summative assessment techniques, the evidence for their effectiveness in the classroom, and provides concrete strategies and resources for a range of classroom contexts and formats. The formative assessment techniques can be incorporated into virtually any class, in-person or online. Each of these strategies are adaptable to many different course contexts and virtually any topic. The most common form of summative assessment is the multiple-choice exam. Beyond examinations, summative assessment can involve a wide range of projects and other written assignments. At the most complex and challenging end of the spectrum of summative assessment techniques, the portfolio involves a collection of artifacts of student learning organized around a particular learning outcome.
Citation: Beers, M. J. (2020). Formative and Summative Techniques to Assess Student Learning. High impact teaching for sport and exercise psychology educators.
Link: https://books.google.com/books?hl=en&lr=&id=4XvgDwAAQBAJ&oi=fnd&pg=PT96&dq=summative+and+formative+student+assessment&ots=IHIr0ooPku&sig=Gz4NZofIwfhfPDSj36euGJcvxHw#v=onepage&q=summative%20and%20formative%20student%20assessment&f=false
May 17, 2021
For many teachers, the image of students sitting in silence filling out bubbles, computing mathematical equations, or writing timed essays causes an intensely negative reaction. Since the passage of the No Child Left Behind Act (NCLB) in 2002 and its 2015 update, the Every Student Succeeds Act (ESSA), every third through eighth grader in U.S. public schools now takes tests calibrated to state standards, with the aggregate results made public. In a study of the nation’s largest urban school districts, students took an average of 112 standardized tests between pre-K and grade 12. The pushback on high-stakes testing has also accelerated a national conversation about how students truly learn and retain information. This paper acknowledges the validity of teachers concerns, but discusses the need for well-designed classroom tests and quizzes and standardized exams.
Citation: Berwick, C. (2019). What Does the Research Say About Testing? Marin County, CA: Edutopia.
Link: https://www.edutopia.org/article/what-does-research-say-about-testing
