The Evidence on Teaching

Explore the evidence

3 of 88 decisions · clear everything

Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
evidencealldrop DA–BA only
evaluatoranyno dev-ledindependent
durabilityanyfollow-up≥1yr≥2yr
what are these? →
sortconfidencerobustfragileA–Z
domain
verdict
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survival prior
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
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group / setting
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outcome class

Novices learn faster studying solutions than solving problems — then the effect reverses with expertise. Use worked examples early; fade them.

moderate supportconf: mediumgc: low
6/66/48connected:Explicit instruction vs discovery/Word problems, schema instruction,

Worked examples (studying solutions vs solving problems) · instruction-style · ages 10–18 · method

Near-zero in primary and almost entirely correlational in secondary. The causal base is three small trials; what the homework IS beats how much of it there is.

mixedconf: mediumgc: medium
16/1629/48

Homework — effects by age and by dosage · homework · ages 5–18 · structure

Trust the composite; distrust the breakdown. Subtest strengths-and-weaknesses replicate at chance on retest, and most of what people read off a score report is noise.

mixedconf: mediumgc: low
21/2124/48

What a standardized achievement score does and does not license · assessment · ages 5–18 · structure

Not yet assessed for this question · 1

The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.