The Side Effects of Education and Their Measurement

• In Event: The Role of Assessment and New Metrics in Dealing With Changes in Education in the Digital Age: Findings From the International Academy of Education

Abstract

Medical research has often been held as a field for education to emulate. Some believe that advances in medicine have been largely due to the use of a “more scientific” method—randomized controlled trials (RCTs) (Slavin, 2002). Thus methodological improvements can bring better education policy and practices. But there is an equally, if not more, important lesson from medical research education should learn. That is the prevalent acute concern over side effects of the intervention or treatment. In development and research about medical interventions, be it a new drug or medical procedure, it is essential to consider both effectiveness and risks. It is universally accepted in the medical field that all interventions can have unwanted effects and these effects can cause damages to the person it intends to cure. Education does not seem to share the same belief. Much research in education focuses exclusively on proving or disproving the effectiveness of an intervention. It is extremely rare to find a study that evaluates both the effectiveness and side effects of a product, teaching method, or policy in education. Education research needs to pay attention to the side effects of interventions because they do exist and can do great harm. This presentation attempts to explain why and how side effects exist in education.

Author

• Yong Zhao, University of Oregon