Library - Checklist

Checklist: Communication Plan for ATE Principal Investigators and Evaluators

Posted on October 17, 2017 by , in ,

Creating a clear communication plan at the beginning of an evaluation can help project personnel and evaluators avoid confusion, misunderstandings, or uncertainty. The communication plan should be an agreement between the project’s principal investigator and the evaluator, and followed by members of their respective teams. This checklist highlights the decisions that need to made when developing a clear communication plan.

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Type: Checklist
Category: Checklist, Evaluation Design
Author(s): Lori Wingate, Lyssa Becho

Checklist: The Common Guidelines for Education Research and Development

Posted on January 28, 2015 by  in

This document includes a series of six checklists—one for each of the six types of research outlined in the Common Guidelines for Education Research and Development. The Guidelines, developed by the Institute of Education Sciences at the U.S. Department of Education and the National Science Foundation, explains those agencies’ shared expectations for education research and development. The checklists, created by EvaluATE, are distillations of key points from the Guidelines. The checklists are intended to support use of the Guidelines, enabling users to quickly reference a type of research and determine whether they are following guideline’s expectations. As such, they provide an overview and orientation to the Guidelines. They do not replace that report nor do they expand or elaborate on the report’s content. The checklists’ content has been extracted (usually verbatim) from the full report. All checklist users are strongly encouraged to read the complete Guidelines, available from http://bit.ly/nsf-ies_guide.

A graphic overview of the Common Guidelines is available here.

You may download the entire guidelines checklist or go directly to the checklist for each type of research by clicking on the links below:

1. Foundational Research to advance the frontiers of education and learning; develop and refine theory and methodology; and provide fundamental knowledge about teaching and/or learning

2. Early-Stage or Exploratory Research to investigate approaches to education problems to establish the basis for design and development of new interventions or strategies and/or to provide evidence for whether an established intervention or strategy is ready to be tested in an efficacy study

3. Design and Development Research to develop new or improved interventions or strategies to achieve well-specified learning goals or objectives, including making refinements on the basis of small-scale testing

4. Efficacy Research to determine whether an intervention or strategy can improve outcomes under “ideal” conditions (e.g., with more implementation support, highly trained personnel, and/or more homogenous participants than is typical)

5. Effectiveness Research to estimate the impacts of an intervention or strategy when implemented under conditions of routine practice (i.e., conditions similar to what would occur if a study were not being conducted)

6. Scale-Up Research to estimate the impacts of an intervention or strategy under conditions of routine practice and across a broad spectrum of populations and settings, sufficiently diverse to broadly generalize findings

Checklist: Common Guidelines: Type 1 – Foundational Research

Posted on December 10, 2014 by  in

This checklist is a distillation of key points from the Common Guidelines for Education Research and Development regarding Foundational Research. The Guidelines, developed by the Institute of Education Sciences at the U.S. Department of Education and the National Science Foundation, explains those agencies’ shared expectations for education research and development. This checklist, created by EvaluATE, is intended to support use of the Guidelines, enabling users to quickly reference those that specifically relate to Foundational Research. As such, it provides an overview and orientation to the Guidelines. It does not replace the Guidelines nor does it expand or elaborate on that report’s content. The checklist’s content has been extracted (usually verbatim) from the full report. All checklist users are strongly encouraged to read the complete Guidelines.

The complete guide and checklists for the other five types of research outlined in the Guidelines are available here.

A graphic overview of the Common Guidelines is available here.

TYPE 1: FOUNDATIONAL RESEARCH to advance the frontiers of education and learning; develop and refine theory and methodology; and provide fundamental knowledge about teaching and/or learning.

File: Click Here
Type: Checklist
Category: Resources
Author(s): EvaluATE

Checklist: Common Guidelines: Type 2 – Early Stage or Exploratory Research

Posted on December 10, 2014 by  in

This checklist is a distillation of key points from the Common Guidelines for Education Research and Development regarding Early-Stage or Exploratory Research. The Guidelines, developed by the Institute of Education Sciences at the U.S. Department of Education and the National Science Foundation, explains those agencies’ shared expectations for education research and development. This checklist, created by EvaluATE, is intended to support use of the Guidelines, enabling users to quickly reference those that specifically relate to Foundational Research. As such, it provides an overview and orientation to the Guidelines. It does not replace the Guidelines nor does it expand or elaborate on that report’s content. The checklist’s content has been extracted (usually verbatim) from the full report. All checklist users are strongly encouraged to read the complete Guidelines.

The complete guide and checklists for the other five types of research outlined in the Guidelines are available here.

A graphic overview of the Common Guidelines is available here.

TYPE 2: EARLY-STAGE OR EXPLORATORY RESEARCH to investigate approaches to education problems to establish the basis for design and development of new interventions or strategies and/or to provide evidence for whether an established intervention or strategy is ready to be tested in an efficacy study.

File: Click Here
Type: Checklist
Category: Resources
Author(s): EvaluATE

Checklist: Common Guidelines: Type 3 – Design and Development Research

Posted on December 10, 2014 by  in

This checklist is a distillation of key points from the Common Guidelines for Education Research and Development regarding Design and Development Research. The Guidelines, developed by the Institute of Education Sciences at the U.S. Department of Education and the National Science Foundation, explains those agencies’ shared expectations for education research and development. This checklist, created by EvaluATE, is intended to support use of the Guidelines, enabling users to quickly reference those that specifically relate to Foundational Research. As such, it provides an overview and orientation to the Guidelines. It does not replace the Guidelines nor does it expand or elaborate on that report’s content. The checklist’s content has been extracted (usually verbatim) from the full report. All checklist users are strongly encouraged to read the complete Guidelines.

The complete guide and checklists for the other five types of research outlined in the Guidelines are available here.

A graphic overview of the Common Guidelines is available here.

TYPE 3: DESIGN AND DEVELOPMENT RESEARCH to develop new or improved interventions or strategies to achieve well-specified learning goals or objectives, including making refinements on the basis of small-scale testing

File: Click Here
Type: Checklist
Category: Resources
Author(s): EvaluATE

Checklist: Common Guidelines: Type 4 – Efficacy Research

Posted on December 10, 2014 by  in

This checklist is a distillation of key points from the Common Guidelines for Education Research and Development regarding Efficacy Research. The Guidelines, developed by the Institute of Education Sciences at the U.S. Department of Education and the National Science Foundation, explains those agencies’ shared expectations for education research and development. This checklist, created by EvaluATE, is intended to support use of the Guidelines, enabling users to quickly reference those that specifically relate to Foundational Research. As such, it provides an overview and orientation to the Guidelines. It does not replace the Guidelines nor does it expand or elaborate on that report’s content. The checklist’s content has been extracted (usually verbatim) from the full report. All checklist users are strongly encouraged to read the complete Guidelines.

The complete guide and checklists for the other five types of research outlined in the Guidelines are available here.

A graphic overview of the Common Guidelines is available here.

TYPE 4: EFFICACY RESEARCH to determine whether an intervention or strategy can improve outcomes under “ideal” conditions (e.g., with more implementation support, highly trained personnel, and/or more homogenous participants than is typical).

File: Click Here
Type: Checklist
Category: Resources
Author(s): EvaluATE

Checklist: Common Guidelines: Type 5 – Effectiveness Research

Posted on December 10, 2014 by  in

This checklist is a distillation of key points from the Common Guidelines for Education Research and Development regarding <strong>Effectiveness Research</strong>. The Guidelines, developed by the Institute of Education Sciences at the U.S. Department of Education and the National Science Foundation, explains those agencies’ shared expectations for education research and development. This checklist, created by EvaluATE, is intended to support use of the Guidelines, enabling users to quickly reference those that specifically relate to Foundational Research. As such, it provides an overview and orientation to the Guidelines. It does not replace the Guidelines nor does it expand or elaborate on that report’s content. The checklist’s content has been extracted (usually verbatim) from the full report. All checklist users are strongly encouraged to read the complete Guidelines.

The complete guide and checklists for the other five types of research outlined in the Guidelines are available here.

A graphic overview of the Common Guidelines is available here.

TYPE 5: EFFECTIVENESS RESEARCH to estimate the impacts of an intervention or strategy when implemented under conditions of routine practice (i.e., conditions similar to what would occur if a study were not being conducted).

File: Click Here
Type: Checklist
Category: Resources
Author(s): EvaluATE

Checklist: Common Guidelines Type 6 – Scale-Up Research

Posted on December 10, 2014 by  in

This checklist is a distillation of key points from the Common Guidelines for Education Research and Development regarding Scale-Up Research. The Guidelines, developed by the Institute of Education Sciences at the U.S. Department of Education and the National Science Foundation, explains those agencies’ shared expectations for education research and development. This checklist, created by EvaluATE, is intended to support use of the Guidelines, enabling users to quickly reference those that specifically relate to Foundational Research. As such, it provides an overview and orientation to the Guidelines. It does not replace the Guidelines nor does it expand or elaborate on that report’s content. The checklist’s content has been extracted (usually verbatim) from the full report. All checklist users are strongly encouraged to read the complete Guidelines.

The complete guide and checklists for the other five types of research outlined in the Guidelines are available here.

A graphic overview of the Common Guidelines is available here.

TYPE 6: SCALE-UP RESEARCH to estimate the impacts of an intervention or strategy under conditions of routine practice and across a broad spectrum of populations and settings, sufficiently diverse to broadly generalize findings

File: Click Here
Type: Checklist
Category: Resources
Author(s): EvaluATE