Effect size measures may be perceived by teachers as telling little about the changes of real students¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? From a teacher's perspective, an effect size computed as an average across many students yields one value that may not match any individual student, so it may be perceived as uninformative about real students' changes. → Zitzmann 2023

Evidence¶

Zitzmann 2023¶

Zitzmann, S., Machts, N., Hübner, N., Schauber, S., Möller, J., & Lindner, C. (2023). The Yet Underestimated Importance of Communicating Findings from Educational Trials to Teachers, Schools, School Authorities, or Policy Makers (Comment on Brady et al. (2023)). Educational Psychology Review. https://doi.org/10.1007/s10648-023-09776-8

q1 · i? · theoretical · r2

Theoretical argument in the commentary: an average-based statistic such as a Cohen's d type of measure "yields only one value, and there might not be a single student who exhibited exactly this value," so it may be perceived as telling little about changes of real students. The article cites teacher-perception work (Schmidt et al.) but reports no data itself.

"From the perspective of a teacher, a statistic that is computed as an average across many students, such as an effect size (e.g., a Cohen’sd type of measure), yields only one value, and there might not be a single student who exhibited exactly this value."

Discussion¶

Related Claims¶

• Multiple-choice state tests are prone to ceiling and floor effects and do not measure higher-order skills well — related