Evaluation and Research in Education
Editor: Professor Keith Morrison, Inter-University Institute of Macau
Associate Editor: Professor Stephen Gorard, University of York
Statistical Adviser: Professor Colin Baker, University of Wales Bangor
Reviews Editor: Dr. Emma Smith, University of York
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Volume: 15 Number: 2 Page: 69–83
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Randomised Controlled Trials for Evidence-based Education: Some Problems in Judging 'What Works'
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Keith Morrison
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The rise of evidence-based practices in education seeks to base policy making on randomised controlled trials (RCTs) and meta-analysis, rather than simply political will, in determining 'what works' in
education. This paper argues that the faith that is placed in RCTs to determine 'what works' in education may be misplaced. The rigour required for RCTs may not be practicable, and evidence-based practices
in education that are based largely on RCTs face several problems as they: (a) operate from a restricted view of causality and predictability; (b) understate the value of other data sources; (c) neglect
the significance of theories of chaos and complexity; (d) display unrealistic reductionism, simplification and atomisation of a complex whole; (e) underestimate the importance of multiple perspectives on
'what works'; (f) are unable to catch the dynamics of non-linear phenomena; (g) are unable to comment on the processes taking place in experiments; (h) neglect the significance of context. Judging 'what
works' is a deliberative and evaluative as well as an empirical matter.
© Multilingual Matters 2001
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