Each form of accountability can produce favorable or unfavorable effects¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Laboratory and field evidence shows that each accountability form can produce favorable or unfavorable effects. → Brian P. Gill 2016

Evidence¶

Brian P. Gill 2016¶

Brian P. Gill, Jennifer S. Lerner, Paul Meosky. (2016). Reimagining Accountability in K-12 Education. Behavioral Science and Policy Association, vol. 2, issue 1. https://www.mathematica.org/publications/reimagining-accountability-in-k12-education

q2 · i? · review · r?

The review reports that it draws on "evidence from the laboratory and the field" to describe how each accountability form "can produce favorable or unfavorable effects." The available text summarizes this conclusion without reporting specific studies, statistics, or effect sizes.

"using evidence from the laboratory and the field to describe how each can produce favorable or unfavorable effects"

Discussion¶

Related Claims¶

• Students report significantly higher accountability, preference for TBL, satisfaction, and total scores than neutral after the TBL module — a narrower finding that bears on this claim
• Students perceived a jump in accountable disciplinary knowledge in the advanced laboratory, describing more authentic, less prescribed work than in previous labs — a narrower finding that bears on this claim
• Among low baseline self-efficacy students, favorability toward a format moderated its benefit: tutor favorability favored tutor gains, paper unfavorability favored paper gains — related
• Case-based learning benefits were reported particularly when GenAI was embedded in faculty-guided teaching, while complex cases and team workflows showed null or unfavorable effects — related
• Favorability scores were not associated with posttest scores, suggesting they reflect general attitudes toward the practice method — related