ABSTRACT Effect size is the basis of much evidence-based education policymaking. In particular, it is assumed to measure the educational effectiveness of interventions. Policy is being driven by the influential work of John Hattie, the Education Endowment Foundation, and others, which is grounded in this assumption. This article demonstrates the assumption is false and notes that, when criticized, proponents either attempt to inoculate themselves by listing (without checking) assumptions or use the specious reasoning that, however flawed their argument, no-one has disproved their conclusions.

中文翻译：

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将结论与论点分开：效应大小在教育政策研究中的错误作用

摘要效果大小是许多循证教育决策的基础。特别是，它被认为是衡量干预措施的教育效果。政策是由约翰·海蒂（John Hattie），教育捐赠基金会（Education Endowment Foundation）等人的有影响力的工作所驱动的，该工作基于这一假设。本文证明了该假设是错误的，并指出，当受到批评时，支持者要么尝试通过列出（而不检查）假设来进行自我接种，要么使用似是而非的推理，尽管他们的论断有误，但没有人反驳他们的结论。