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Separating arguments from conclusions: The mistaken role of effect size in educational policy research

Simpson, A.

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Abstract

Effect size is the basis of much evidence-based education policymaking. In particular, it is assumed to measure the educational effectiveness of interventions. Policy is being driven by the influential work of John Hattie, the Education Endowment Foundation, and others, which is grounded in this assumption. This article demonstrates the assumption is false and notes that, when criticized, proponents either attempt to inoculate themselves by listing (without checking) assumptions or use the specious reasoning that, however flawed their argument, no-one has disproved their conclusions.

Citation

Simpson, A. (2019). Separating arguments from conclusions: The mistaken role of effect size in educational policy research. Educational Research and Evaluation, 25(1-2), 99-109. https://doi.org/10.1080/13803611.2019.1617170

Journal Article Type Article
Acceptance Date Apr 25, 2019
Online Publication Date Jun 2, 2019
Publication Date 2019
Deposit Date May 7, 2019
Publicly Available Date Dec 2, 2020
Journal Educational Research and Evaluation
Print ISSN 1380-3611
Electronic ISSN 1744-4187
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 25
Issue 1-2
Pages 99-109
DOI https://doi.org/10.1080/13803611.2019.1617170

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