Page | 53 From Rhetoric to Effectiveness Research: The Long History of Evidence The story behind contemporary models of educational product eCectiveness evidence begins about 2,500 years ago with the Greek philosophers and their preoccupation with persuasion (Logos), claims, evidence, and warrants. Over the course of two millennia, these concepts have been enriched and strengthened to arrive at our modern conception of evidence, research, and the scientific process. Along this journey we have come to recognize that the strength of an argument lies not just in the evidence itself but in the validity of the connections between evidence and claims (Toulmin; 1958). Towards the end of the 20th century, our matured understanding of claims, evidence, and warrants intersects with emerging concerns about educational quality and amid calls for evidence-based education. We see rising expectations for supporting educational interventions with eCectiveness evidence and the codification of this expectation with the passage of ESSA (USDOE, 2020). Messick’s (1989, 1995) work in educational test validity reveals the convergence of the importance of claims and evidence with the growing concern about educational quality; Messick (1989) advocates for a clear articulation of claims and the alignment to quantitative and qualitative evidence to substantiate those claims—in this case for assessments. Mislevy, et al’s (2003). work in Evidence-Centered Design (ECD) calls for structuring educational assessments around the collection and interpretation of evidence to support valid inferences about student learning, Essentially, Mislevy, et al (2006) provide a methodological extension of Messick’s conceptual model, with an emphasis on evidence-based inference. Mislevy oCers us a blueprint for eCectiveness research and points to the need for studies in which the data directly supports the specific claims about intervention eCectiveness. Together, Messick and Mislevy have had a substantial impact on assessment and more broadly, education, shown by education’s embrace of claims, evidence, and the intricate relationship between them as a basis for scientific inquiry, a cornerstone of the SEED™ model. SEED™ a Claims-Centered Model of Effectiveness Evidence SEED™ is a claims-centered model for gathering and organizing evidence of educational product eCectiveness. It is a useful tool for creating a comprehensive foundation of evidence consistent with ESSA requirements. What does this look like?
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