Lawlor Jennifer A, Mills Kristen J, Neal Zachary P, Neal Jennifer Watling, Wilson Camren, McAlindon Kathryn
Department of Psychology, Michigan State University.
Educ Res Rev. 2019 Jun;27:218-228. doi: 10.1016/j.edurev.2019.04.002. Epub 2019 Apr 19.
An increased focus on the use of research evidence (URE) in K-12 education has led to a proliferation of instruments measuring URE in K-12 education settings. However, to date, there has been no review of these measures to inform education researchers' assessment of URE. Here, we systematically review published quantitative measurement instruments in K-12 education. Findings suggest that instruments broadly assess user characteristics, environmental characteristics, and implementation and practices. In reviewing instrument quality, we found that studies infrequently report reliability, validity, and demographics about the instruments they develop or use. Future work evaluating and developing instruments should explore environmental characteristics that affect URE, generate items that match up with URE theory, and follow standards for establishing instrument reliability and validity.
对基础教育阶段研究证据运用（URE）的更多关注，导致了在基础教育环境中测量URE的工具激增。然而，迄今为止，尚未对这些测量方法进行综述，以告知教育研究者对URE的评估。在此，我们系统地综述了基础教育阶段已发表的定量测量工具。研究结果表明，这些工具广泛评估了使用者特征、环境特征以及实施情况和实践。在审查工具质量时，我们发现研究很少报告其所开发或使用工具的信度、效度和人口统计学信息。未来评估和开发工具的工作应探索影响URE的环境特征，生成与URE理论相符的条目，并遵循建立工具信度和效度的标准。
