Page | 44 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 ePectiveness 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, Mislev, et al (2006) provide a methodological extension of Messick’s conceptual model, with an emphasis on evidence-based inference. Mislevy oPer us a blueprint for ePectiveness research and points to the need for studies in which the data directly supports the specific claims about intervention ePectiveness. 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 ePectiveness. It is a useful tool for creating a comprehensive foundation of evidence consistent with ESSA requirements. What does this look like? 1. The product claim(s) are identified and documented. This takes the form of [Students]-> [using the product]-> [achieve targeted outcome].
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