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

Simpson, A. (2019) 'Separating arguments from conclusions : the mistaken role of effect size in educational policy research.', Educational research and evaluation., 25 (1-2). pp. 99-109.

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.

Item Type:Article
Full text:(AM) Accepted Manuscript
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Status:Peer-reviewed
Publisher Web site:https://doi.org/10.1080/13803611.2019.1617170
Publisher statement:This is an Accepted Manuscript of an article published by Taylor & Francis in Education research and evaluation on 4 June 2019 available online: http://www.tandfonline.com/10.1080/13803611.2019.1617170
Date accepted:25 April 2019
Date deposited:07 June 2019
Date of first online publication:02 June 2019
Date first made open access:02 December 2020

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