Learning to evaluate: An intervention in civic online reasoning
McGrew S · 2020
grade Dquasi-experimentdeveloper-lednot-applicable
Sample
420 high school students in an in-school intervention
Population
US high school students in history/government classes
Design
Pre-test/post-test intervention study of Civic Online Reasoning lessons with no control group. Outcomes were the author's own constructed-response tasks on investigating the source of web content and reading laterally.
Key findings
Students made progress in learning to investigate the source of web content and to read laterally. Without a control arm this is a description of change over time in a treated group, not an effect estimate.
Genetic confound
Not estimable - no comparison condition.
Replication notes
not-applicable - no counterfactual.
DOI / URL
10.1016/j.compedu.2019.103711
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Investigating the source of web content and lateral reading | pre-post change, single group | reported progress; no counterfactual, so no causal estimate | researcher-designed | post-intervention | none | end-of-treatment | domain-skill |