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Direct linkNancy K. Scammacca; Anna-Mária Fall; Greg Roberts – Grantee Submission, 2015
Effect sizes are commonly reported for the results of educational interventions. However, researchers struggle with interpreting their magnitude in a way that transcends generic guidelines. Effect sizes can be interpreted in a meaningful context by benchmarking them against typical growth for students in the normative distribution. Such benchmarks…
Descriptors: Reading Tests, Achievement Tests, Standardized Tests, Elementary Secondary Education
