The Effect of Selecting Interventions on Evaluations of Student Progress

Autor/inn/en	Van Norman, Ethan R.; Sturgell, Adelle
Titel	The Effect of Selecting Interventions on Evaluations of Student Progress
Quelle	In: Contemporary School Psychology, 27 (2023) 3, S.545-556 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-022-00418-4
Schlagwörter	Student Evaluation; Multi Tiered Systems of Support; Intervention; Program Effectiveness; Misconceptions; Observation; Decision Making; Problem Solving; Response to Intervention + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Missverständnis; Beobachtung; Decision-making; Entscheidungsfindung; Problemlösen
Abstract	Ongoing evaluation of student progress is a key practice within tiered systems of supports. This study evaluated whether selecting an intervention influenced the number of observations participants requested before determining whether an intervention was working or a change was needed. It was hypothesized that participants who selected the hypothetical intervention would request more data points relative to participants that did not choose the intervention when students were not showing adequate progress, consistent with the sunk-cost fallacy. Whether or not participants chose the intervention had no effect on the number of observations requested before a decision was made, on average. However, participants that selected the intervention were less accurate regarding whether a change did or did not need to be made. Implications for problem-solving teams evaluating student response to instruction as well as ideas for future research exploring cognitive biases on decision-making in problem-solving frameworks are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01