Factors
*Name of Instructional Means/Method to be Characterized and Evaluated:
*Factor I: Counter-effective to Ineffective: could result in a net loss of learning or loss of student will to proceed. (If there is scientific support for an actual negative effect, this should be expressed on the numerical scale as a neutral (O) or minus number between: -1 & -3 .
*Factor II: Has Definitive Values though not strictly Academic: Designed and purported to generically advance certain valued philosophical or ideological goal(s) of a non-academic nature to a given in society (e.g., diversity; collaboration; social responsibility).
*Factor III: Advances Specific Academic Skills/Strategies: Designed, aimed and purported, but yet unproven, to improve specific academic sub-skills and/or self-regulating strategies in students that tend to reflect a specified educational/philosophical/ideological bent(e.g., inquiry; higher proportion of student talk; ideals of "critical literacy").
*Factor IV: Key steps Supported by Relevant Principles: Key steps in Method/Means are supported by research proven principles of practices, and further validated by clinical and anecdotal reports and therefore by inference can be said to logically advance traditional academic disposition/motivation, skills and/or strategy acquisition (e.g., accurate comprehension recall; flexible rate of reading; orderly organization of main ideas and supporting details).
*Factor V: Inferred Validation : Each and every Action/Step is logically supported and none are counter-manned by relevant empirical research on teaching-learning, and therefore this method can be expected to result in improvement of specific academic skill(s) and/or strategy (ies) when relevant post-assessment follows in the relatively near future (e.g., Flash card training; Outlining; collaborative Concept Mapping).
*Factor VI: Total or Complete Means/Method Supported multiple reports: Actions/Steps of means/method are about 75% or more supported by published reports of field testing and/or case-based studies indications of specific value or impact (more or fewer points should be granted depending upon whether the report(s) were published in referred journals – most valued, or in books – slightly less valued, or as anecdotal material from more narrowly reported accounts).
*Factor VII: *Empirically Supported in Steps & Total or Complete Form: Actions/Steps and learning outcomes are highly supported in quasi-experimental, results-based and otherwise strongly inferable case situations and ideally in replicated research; e.g., Reciprocal Teaching; Directed Reading-Thinking Activity -- There is virtually no pure experimental research possible in educational settings, therefore even those studies that purport such, as in laboratory research, likely will fail to meet the standards of the application in typical teaching conditions. Weighting should take to account the rigor of the scientific research undertaken. Making this evaluation requires considerable knowledge of research design options, parameters, statistical procedures and alternative methods of inquiry and validation, such as case-based and ethnographic scholarship. Nonetheless, your estimation is invited.
 
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