FAQs
Who is the audience of the Evidence Framework?
Our goal is for the work to be useful to anyone who makes education-related decisions or designs learning experiences. To achieve that goal, we’d like to engage decision-makers and designers as participants, not just readers, to help shape the project as we go.
We are asking a range of stakeholders to get involved. This includes state and local education leaders, teachers, and students and their families, along with providers of education support services. This also includes education researchers and those who design education resources of all kinds.
How can I get involved?
To provide input, you can rate and comment on resources and use cases posted on the site. You can also submit your own ideas or use cases.
In addition, you can stay up-to-date on the work by following the Evidence Framework on Twitter, @edevidence, and by signing up for our [email list].
Who’s sponsoring the Evidence Framework?
The U.S. Department of Education’s Office of Educational Technology is sponsoring the work. SRI International is managing the work on behalf of the Department.
What will the final product be? When will it be published?
The final product will be designed in response to input from the public and the project’s Technical Working Group—it may be a website or a report published online, for instance.
We plan to share our thinking on this website as we go—so check back often!—and aim to share a full draft by the end of November 2012.
Does the Evidence Framework address only electronic data or also other kinds of information that could be used as evidence?
We are thinking not only about electronic data but also about other information that can be used in conjunction with electronic data to inform decisions.
How does this relate to what the What Works Clearinghouse has done to define standards for the rigor of evidence of effectiveness?
The goal of this project is not to replace established standards. Rather, this project tries to understand how new and emerging methods for gathering evidence not already accounted for in existing standards can be responsibly used to support decision-making.
