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Evaluation of Evidence-Based Practices in Online Learning A Meta-Analysis and Review of Online Learning Studies

This report has been written to contribute to the current debates about educational quality in undergraduate education in the U K, and about the need to justify increases in resources on the basis of indicators of educational quality. This report will identify a range of dimensions of quality and examine the extent to which each could be considered a valid indicator, with reference to the available research evidence. I t attempts to identify which kinds of data we should take seriously and which we should be cautious of placing weight on. S ome of these dimensions we might be wise to pay attention to currently lack a solid evidence base, especially in relation to research carried out in the U K context, and so the report also identifies priorities for research and for data collection and analysis.

This research article talks about the whether English based assessments can give valid and/or reliable scores for ELLs and if they should be used as evidence for identifying ELLs as students with learning disabilities.

Wiley InterScience :: JOURNALS Developmental Disabilities Research Reviews