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Informing Better Trial Design: A Technical Comment on Lortie-Forgues and Inglis (2019)

Sims, S; (2020) Informing Better Trial Design: A Technical Comment on Lortie-Forgues and Inglis (2019). Educational Researcher , 49 (4) pp. 289-290. 10.3102/0013189X19867931. Green open access

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Abstract

Lortie-Forgues and Inglis (2019) convincingly demonstrate that 40% of rigorous, large-scale education trials are uninformative about impact. However, they and others dismiss the value of larger trials for solving this problem, based on a miscalculation. Contrary to this, I argue that making trials larger is a feasible and affordable way of making them more informative.

Type: Article
Title: Informing Better Trial Design: A Technical Comment on Lortie-Forgues and Inglis (2019)
Open access status: An open access version is available from UCL Discovery
DOI: 10.3102/0013189X19867931
Publisher version: https://doi.org/10.3102/0013189X19867931
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Social Sciences, Education & Educational Research, educational policy, evaluation, experimental design, meta-analysis, program evaluation
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities
URI: https://discovery.ucl.ac.uk/id/eprint/10101577
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