Explore the evidence
1 of 88 decisions · clear everything
Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
group / setting
cost
outcome class
Diagnose what a child already knows: teachers cut 40–50% of curriculum for high-ability children and achievement ROSE. The payoff is skipping, not monitoring.
moderate supportconf: mediumgc: medium16/1625/48connected:Does educational technology raise Feedback and formative assessmentMastery learning (teach → test → r
Placement and mastery diagnosis — deciding what to teach next from evidence of current skill · assessment · ages 5–18 · structure
Not yet assessed for this question · 10
- Acceleration and gifted programs — the label vs the content
- Explicit instruction vs discovery/inquiry — how much guidance?
- Fadeout — why early gains disappear, and what actually persists
- Ability grouping and tracking — four practices, four verdicts
- Interleaving (mixing problem types vs blocking)
- Retrieval practice (the testing effect)
- Spaced (distributed) practice
- Teacher quality — selection over credentials and workshops
- Tutoring — the honest effect, the Bloom 2-sigma myth, and what survives scale
- Worked examples (studying solutions vs solving problems)
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