Evidence-based Resources Guide

Each numbered element (1, 2, 3) below the Quality, Relevance, and Usefulness headings is worth up to three points: 0=not at all, 1=slightly, 2=moderately, 3=to a great extent. To be considered a high quality piece of evidence, a resource must have a score of at least 15, with at least 5 points each in Quality, Relevance, and Usefulness; and a minimal rating of 1 for each numbered element.

Quality (well-designed/developed)

1. Aligned with legal or regulatory guidance
• References evidence-based continuous improvement cycle
  
  
2. Grounded in current research and practice
   • Describes evidence of effectiveness with appropriate attention to research
   • Describes emerging and promising practices with appropriate reservations
     
     
3. Complete and purposeful
   • Clearly and thoroughly communicates purpose of resource
   • Structure and content are consistent with the purpose
   • Specifies necessary expertise, experience, and resources required

Relevance (realistic and contextual)

1. Addresses needs
• Addresses common needs or frequently asked questions
  
  
2. Potential for application
   • Content aligned with target audience knowledge and skills
   • Applies to or is appropriate for a fairly broad audience
   • Feasible for the intended audience
     
     
3. Addresses contextual factors
   • Applicable to a variety of contexts (e.g., rural, urban, grade spans, English learner students)
   • Adequately describes potential barriers
   • Includes sufficient options for variations

Usefulness (supports implementation/use)

1. Knowledge transfer
   • Provides clear and comprehensive information to inform decisions or practice
   • Uses comprehensible language appropriate to audience
     
     
2. Usability
   • Clearly describes necessary steps, conditions, and resources for implementation
   • Comprehensive coverage of topic or refers to other resources
     
     
3. Addresses contextual factors
   • Applicable to a variety of contexts (e.g., rural, urban, grade spans, English learner students)
   • Adequately describes potential barriers
   • Includes sufficient options for variations

Adapted from Evidence-based Improvement: A Guide for States to Strengthen Their Frameworks and Supports Aligned to the Evidence Requirements of the Every Student Succeeds Act