Education serves as the foundation of modern society, and its quality directly improves the living standards of civilization. The use of evidence in practice and research is essential for raising the effectiveness of education. Over the decades, a variety of methods and approaches was developed to improve the accountability and comprehensibility of evidence, which had a positive influence on the educational process (Nelson & Campbell, 2017). This essay discusses how levels of evidence correlate with research and practice, and why they are essential regardless of the method of education.
Evidence is distinguished by its credibility and thoroughness of conducted studies. Nelson and Campbell (2017) state that “evidence constitutes a range of types and sources of knowledge and information, including professional expertise and judgment, as well as data and research” (p. 132). During the educational process, all levels of evidence are involved, based on a teacher’s practice, a course of study, and a degree of education.
Research values past studies of a strong level of evidence, as well as expert opinions it aims to prove/disprove. In turn, practice is designed to provide students with experimental means to find evidence supporting their subject of study, therefore, it is based on higher levels of evidence that could be put to use. The usage of evidence of moderate and indicative levels in education allows students to improve their critical thinking, while more substantial evidence raises the quality of education (Nelson & Campbell, 2019). Putting evidence to use in studying provides many opportunities for growth and expansion of the knowledge base of both students and teachers.
In conclusion, research and practice methods benefit from all levels of evidence in a different manner, and regardless of the way, it is crucial to generate knowledge based on the best available evidence. Nelson and Campbell (2019) argue that “the lack of coherent and systemic research-based evidence” can harm the educational process (p. 134). A teacher needs to continually evaluate new evidence, implement the most suitable for the chosen teaching method, and support students in their search for evidence.
- Nelson, J. & Campbell, C. (2017). Evidence-informed practice in education: meanings and applications. Educational Research, 59(2), 127-135.
- Nelson, J., & Campbell, C. (2019). Using evidence in education. In A. Boaz et al. (Eds.), What works how? Evidence-based policy and practice (pp. 131-150). Policy Press.