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.
6 articles
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 critiques of Hattie's hinge point, and a 140-school randomised trial tell a smaller, more instructive story about how effect sizes travel and shrin…
Same Data, Different Answers: What 504 Independent Re-Analyses of 100 Studies Reveal About Reading a Single Paper
When 457 analysts reanalyzed the same 100 studies, 74% reached the same conclusion as the original authors — but only 34% matched the origi…
Long-Context Windows: What Independent Benchmarks Show Versus What Vendors Claim
Context windows now advertise millions of tokens, but independent benchmarks — RULER, NoLiMa, Lost in the Middle and a newer preprint on mu…
Reproducible, Robust, Replicable: What a 3,900-Claim Audit of Social Science Found
A seven-year DARPA-funded project checked 3,900 social-science claims three ways — reproducing, stress-testing, and replicating them — and …
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 …