[et_pb_section fb_built=”1″ _builder_version=”4.16″ _module_preset=”default” background_color=”RGBA(0,0,0,0)” global_colors_info=”{}”][et_pb_row _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text_block_v1 admin_label=”Sell line” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n
What are the stages of evidence? This illustration is a result of the Innovation Workshop, as part of the Global Victoria EdTech Innovation Alliance, and highlights the learnings on evidence.\u00a0<\/i><\/strong><\/p>\n [\/et_pb_text_block_v1][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_image src=”https:\/\/edugrowth.org.au\/wp-content\/uploads\/2021\/11\/Evidence_v2-scaled.jpg” alt=”EduGrowth Global Victoria EdTech Innovation Alliance – Evidence” title_text=”EduGrowth Global Victoria EdTech Innovation Alliance – Evidence” show_in_lightbox=”on” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][\/et_pb_image][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text_block_v1 admin_label=”Intro” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]<\/p>\n Evidence: Key Takeaways<\/strong><\/p>\n The three stages to observe in evidence are effects, outcomes and impact. Effects are the changes. Some questions you might consider are:<\/p>\n What effects are expected\/desired? Outcomes are the specific and measurable effects. They tell us if the changes have occurred. Some questions to consider are:<\/p>\n What are your objectives? Impact tells the story of the previous, focusing on the long-term results or changes. They can be difficult to measure. Impact is tied to the experiences of people.<\/p>\n What are your impact goals?<\/p>\n If we aren\u2019t careful about what we\u2019re measuring or why we\u2019re measuring it, this can have a negative impact on teaching and learning. It\u2019s for this reason it is important to be critical of evidence itself. Be careful of jumping to conclusions or of correlations.<\/p>\n Quantitative isn\u2019t always better than qualitative \u2014 it depends on what you\u2019re observing. What are observable patterns? And which are measurable?<\/p>\n Consider the nature of evidence \u2014 in relation to both validity and reliability. It\u2019s important to check if it is reliable, and whether you will get the same results again if tested subsequent times. In a different context with different variables, the results can change. Validity, in contrast, is asking if the phenomenon measures or reports on what it claims.<\/p>\n <\/p>\n
What are the possible undesired effects?<\/p>\n
What effects will help you demonstrate progress in your objectives?<\/p>\n