Evidence-Based Assessment in Special Education Research: Advancing the Use of Evidence in Assessment Tools and Empirical Processes

Autor/inn/en	Talbott, Elizabeth; De Los Reyes, Andres; Kearns, Devin M.; Mancilla-Martinez, Jeannette; Wang, Mo
Titel	Evidence-Based Assessment in Special Education Research: Advancing the Use of Evidence in Assessment Tools and Empirical Processes
Quelle	In: Exceptional Children, 89 (2023) 4, S.467-487 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Talbott, Elizabeth) ORCID (Kearns, Devin M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029231171092
Schlagwörter	Evidence Based Practice; Evaluation Methods; Special Education; Educational Research; Models; Decision Making; Educational Theories; Hypothesis Testing; Research Design; Validity; Data Interpretation; Psychometrics; Measurement Techniques + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsforschung; Pädagogische Forschung; Analogiemodell; Decision-making; Entscheidungsfindung; Educational theory; Theory of education; Bildungstheorie; Hypothesenprüfung; Hypothesentest; Forschungsdesign; Gültigkeit; Data evaluation; Datenauswertung; Psychometry; Psychometrie; Messtechnik
Abstract	Evidence-based assessment (EBA) requires that investigators employ scientific theories and research findings to guide decisions about what domains to measure, how and when to measure them, and how to make decisions and interpret results. To implement EBA, investigators need high-quality assessment tools along with evidence-based processes. We advance EBA in three sections in this article. First, we describe an empirically grounded framework, the Operations Triad Model (OTM), to inform EBA decision-making in the articulation of relevant educational theory. Originally designed for interpreting mental health assessments, we describe features of the OTM that facilitate its fusion with educational theory, namely its falsifiability. In turn, we cite evidence to support the OTM's ability to inform hypothesis generation and testing, study design, instrument selection, and measurement validation. Second, we describe quality indicators for interpreting psychometric data about measurement tools, which informs both the development and selection of measures and the process of measurement validation. Third, we apply the OTM and EBA to research in special education in two contexts: (a) empirical research for causal explanation and (b) implementation science research. We provide open data resources to advance measurement validation and conclude with future directions for research. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01