Professional Documents
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ASME Conference: Researching Medical Education, November 2009: RIBA, London Dylan Wiliam
www.ioe.ac.uk
Overview
The nature of educational research What should educational research try to do? How should it try to do it? Formative assessment Definitions Implementations Researching formative assessment
Pasteurs quadrant
Educational research
An elusive science (Lagemann, 2000) A search for disciplinary foundations Making social science matter (Flyvbjerg, 2001) Contrast between analytic rationality and value-rationality Physical science succeeds when it focuses on analytic rationality Social science fails when it focuses on analytic rationality, but succeeds when it focuses on value-rationality
Knowledge
Not justified-true-belief Discriminability (Goldman, 1976) Elimination of plausible rival hypotheses Building knowledge involves: marshalling evidence to support the desired inference eliminating plausible rival interpretations Plausible determined by reference to a theory, a community of practice, or a dominant discourse
Inquiry systems
The Lockean inquirer displays the fundamental data that all experts agree are accurate and relevant, and then builds a consistent story out of these. The Kantian inquirer displays the same story from different points of view, emphasising thereby that what is put into the story by the internal mode of representation is not given from the outside. But the Hegelian inquirer, using the same data, tells two stories, one supporting the most prominent policy on one side, the other supporting the most promising story on the other side (Churchman, 1971 p. 177).
Educational research
can be characterised as a never-ending process of assembling evidence that: particular inferences are warranted on the basis of the available evidence; such inferences are more warranted than plausible rival inferences; the consequences of such inferences are ethically defensible. The basis for warrants, the other plausible interpretations, and the ethical bases for defending the consequences, are themselves constantly open to scrutiny and question.
1.5 1.4 1.3 1.2 1.1 1.0 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0.0 -0.1 -0.2 -0.3 -0.4
0 5
6 0 4 0 5 3 4 5 6 6 8 8 8 3 4 5 6 6 7 9 9
Jack-knife estimate of mean effect size: 0.32; 95% C.I. [0.16, 0.48)
Summary
Educational research is a never-completed process of assembling evidence that: particular inferences are warranted on the basis of the available evidence; such inferences are more warranted than plausible rival inferences; the consequences of such inferences are ethically defensible. The basis for each of these is constantly open to scrutiny and question