On Bloom's two sigma problem: A systematic review
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Re: On Bloom's two sigma problem: A systematic review
#2This might have gotten more attention here if the link tet didn't contain educational research jargon. Seems like a serious literature review, though, at a glance.
Re: On Bloom's two sigma problem: A systematic review
#3Finding little evidence of learning transfer feels like a massive blow to many methodologies.
Of course, I think I'm just bemoaning that my industry seems so opposed to situational training.
Re: On Bloom's two sigma problem: A systematic review
#4This might have gotten more attention here if the link tet didn't contain educational research jargon. Seems like a serious literature review, though, at a glance.
Plenty of YN posts contain domain specific jargon from physics, mathematics, chemistry, biology, and various computing sub disciplines. I don’t see that educational jargon in a paper intended for practitioners in that field should be any different.
Re: On Bloom's two sigma problem: A systematic review
#5The 2-sigma challenge refers to Bloom's research finding that one on one tutoring using mastery learning lead to a 2 sigma improvement in student performance. The article is in part a discussion of whether this conclusion is justified. I love this quote from the article, perhaps because it suggests that things could get a lot better at our schools without miraculous or infeasibly expensive interventions by focusing on reliable smaller effects.
The 2-sigma challenge (or 1-sigma claim) is misleading out of context and potentially damaging to educational research both within and outside of the mastery learning tradition, as it may lead researchers to belittle true, replicable, and generalizable achievement effects in the more realistic range of 20-50% of an individual-level standard deviation. For example, an educational intervention that produced a reliable gain of .33 each year could, if applied to lower class schools, wipe out the typical achievement gap between lower and middle-class children in 3 years—no small accomplishment. Yet the claims for huge effects made by Bloom and others could lead researchers who find effect sizes of "only" .33 to question the value of their methods.
Re: On Bloom's two sigma problem: A systematic review
#6This might have gotten more attention here if the link tet didn't contain educational research jargon. Seems like a serious literature review, though, at a glance.
Plenty of YN posts contain domain specific jargon from physics, mathematics, chemistry, biology, and various computing sub disciplines. I don’t see that educational jargon in a paper intended for practitioners in that field should be any different.
Nintil.com author here. I'm no education researcher, but I think the post is relatively jargon free, other than the jargon I deliberately introduce after explaining what it is I think.
Re: On Bloom's two sigma problem: A systematic review
#7So, is there software that facilitates Mastery Learning, say, under Linux? I'm not sure I understand what is involved.
Re: On Bloom's two sigma problem: A systematic review
#8A quote in the Alfie Kohn article linked in TFA is, although anecdotal, particularly damning of DI:
> Reporters for the New York Times and Education Week visited Direct Instruction (DI) classrooms — in North Carolina and Texas, respectively — and coincidentally published their accounts in the same month, June 1998. The Education Week reporter found that sixth-grade students, successfully trained to do well on the main standardized test used in Texas, couldn’t explain what was going on in the book they were reading or even what the title meant. Apparently, she concluded, “mastering reading skills does not guarantee comprehension.” The Times reporter had been told by the for-profit company running a DI-style school that all of their kindergartners had been trained to read. “All you have to remember” as a teacher, he was told, “is that you can’t go off the script.” But when the reporter showed the children “something basic they’d never seen,” they couldn’t make heads or tails of it. A regimented drill-and-skill approach had trained them to “read” only what had been on the teachers’ script.[7]
Re: On Bloom's two sigma problem: A systematic review
#9This article seems to have the common failing that it never really gets past page 2 of Bloom's paper.
Bloom's paper is mostly cited in the intelligent tutoring systems world for it's title and first page (the identification of the problem, which was summarising two of his students' results), but the majority of the paper is spent analysing other interventions, such as improving instructional materials, home environment and peer group, enhancing cues and participation, etc to see how close they can get to matching tutoring.
The bigger issue with trying to use the numbers from Bloom's paper today is that "effect size" assumes the control groups are similar. Bloom's studies were in US high schools in the early 1980s. Most ITS papers are on university students or interventions that are also supported with extra staff time and training. They're often on different subjects, with different levels of support in the base class, differently motivated students, different home environments, different teaching styles, etc, but we expect the results between studies to be comparable. I doubt even modern US high schools are like US high schools of the 1970s and 1980s. The control group for Bloom's studies no longer exists.
To give an extreme example of this problem - that control groups in education are not at all similar - when I was doing my PhD on AI in education, I was doing it at a university that gives "supervisions" (small group tutoring) to all its students. So if I were to have tried an "effect size" study on anything I built, my control group would have been equivalent to Bloom's intervention group (in that they did receive small group tutoring) not his control group.
When I was doing my PhD, I had a little informal tea-time quip which was that the flip side of effect size analysis is everything control groups "don't do" if they're to be comparable. Bloom finds classroom morale has a 0.6 sigma effect, so should we take it that the base is that our studies should take place in classes with bad morale? Assigning homework has a 0.3 sigma effect, so presumably control groups don't do that (let alone mark it because that has a 0.8 sigma effect)?
Re: On Bloom's two sigma problem: A systematic review
#10I keep getting distracted by the bad line wrapping in links, where it just breaks mid-word with no hyphen or anything.
The offending CSS rule is
main .about p > a,
main .post p > a {
word-break: break-all;
}
The word-break and overflow-wrap properties are fairly nuanced, and I honestly suspect that most times I’ve seen them used they’ve been used incorrectly.
Another change that should be made to the page’s styles is reverting to left-alignment inside tables, and probably turning off hyphenation there as well. Left justification with hyphenation works well enough on regular body text (it’s a stylistic choice, shall we say), but inside tables with narrow columns it’s destructive. I’d add this:
main .about table,
main .post table {
text-align: left;
hyphens: none;
}