Becoming truly evidence-based

Evidence-based interventions are practices or programs that have peer-reviewed, documented empirical evidence of effectiveness. Evidence-based interventions use a continuum of integrated policies, strategies, activities, and services whose effectiveness has been proven or informed by research and evaluation.

Intervention means the systematic use of a technique, practice, or program designed and shown to improve learning in specific areas of student need. In the context of behavior, “improve learning” is to be considered synonymous with “improve performance.”

Systematic refers to having consistency and pre-determined decision rules that guide planning, implementation, and evaluation. Systematic intervention includes answers to questions involving frequency, duration, and intensity (e.g. How many times/week? How many minutes/time? Individual or group? What are the characteristics of each student in the group? Which specific techniques/practices? Who will be involved in implementing the plan? How will we know if the intervention/s work? When will we evaluate effectiveness?).

Evidence Based

There is compelling evidence of effectiveness. Participant success can be attributed directly to the intervention. Evaluation studies have been replicated; there is scientific evidence that the approach will work for others in different environments.

Promising

The intervention has been implemented and significant impact evaluations have been conducted. Data supporting the intervention are promising. However, scientific rigor of evaluation is not sufficient. Undefined factors may be contributing to the success of participants. Interventions supported with local data from carefully administered and well-designed screening or progress-monitoring systems may fall into this category of evidence.

Untested/Emerging

Either there is no documentation that the intervention has been used or it has been used, but not evaluated.



Definitions here

How to select an evidence-based intervention

1. Identify the issue of concern, collect baseline data, and develop goals

2. Search the Internet, books, and primary resources for interventions;

3. Consider benefits and disadvantages of intervention options

4. Select an appropriate evidence-based intervention



• The "what works" label suggests the need to focus on innovations and practice for which there is scientific evidence for results (impact).

• Everyone has an idea for improving the education system in Trinidad and Tobago.  The question is, 'will that idea work?" The issue for Governments is, "who should pay if the idea doesn't work?"

• Consult a what works clearinghouse which will describe proven innovations. 

• Learn to judge innovations through effect sizes and systematic reviews of multiple studies.

Remember there is insufficient evidence in developing countries for many innovations so always consider context when selecting innovations.

Develop a theory of action for any educational innovation explaining exactly how and why it works.

Read Learning Targets: A Theory of Action by Moss & Brookhart-ASCD

JOIN

IES is here

visible learning by John Hattie here

CERI is here