Evidence for Learning commissions reviews and syntheses to investigate answers to a pre-defined question in a specific area or topic in education. The aim is to provide evidence-based summaries from the best available research on a specific question and how it impacts student learning.
Building rigorous research on research that have demonstrated evidence of impact on students’ outcomes helps educators and policy makers make informed decisions based on what we know and do not know about ‘what works’, and where more research is needed.
The reviews range from high-quality systematic reviews using the most rigorous available research evidence to draw robust causal evidence from experimental and quasi-experimental designs to rapid reviews of literature on a particular topic.
- Systematic reviews: A review that uses a rigorous methodology and process to provide the most reliable source of evidence to guide policy and practice. Relevant research that fits pre-specified eligibility criteria are screened and critically appraised to summarise the best available evidence in response to a pre-defined question.
- Rapid reviews: A type of systematic review that uses components of a systematic review process that are simplified to critically appraise and summarise best available research evidence to investigate a question in a timely manner in response to a specific need.
- Scoping reviews: A synthesis of a broader review of existing literature and other sources of information from a range of different study designs and methods on a particular topic or research area.
To date, our reviews include the following projects: