Blog
Long-form assessment of technology and education. Every substantive claim links to a primary or authoritative source; every article ends with its reference list.
5 articles
Retrieval, Spacing and Interleaving: What Learning-Science Evidence Actually Supports
A look at which study techniques hold up under meta-analysis, which rest on single studies, and which popular claims—like matching instruct…
Effect Sizes in Education Research: What Hattie's Hinge Point and the Formative-Assessment Numbers Actually Show
The claim that formative assessment "doubles the speed of learning" traces to small early studies. Later meta-analyses, statistical critiqu…
Growth Mindset in the Classroom: What the Large Trials Show, What They Don't
What the growth mindset evidence actually supports: a weak but real correlation, a modest effect in one large national trial under specific…
Cognitive Load Theory and Worked Examples: What the Evidence Actually Supports
A close look at cognitive load theory's best-replicated finding, the worked-example effect, where it reverses with expertise, and why resea…
How People Actually Learn: What the Evidence on Memory, Practice and Assessment Does and Doesn't Show
Retrieval practice, spacing and interleaving are backed by decades of replicated experiments. Growth mindset and formative assessment show …