Research conducted across 8 institutions, covering 2 introductory-level course and 10 upper-division courses (for a total of 1879 students), suggests that, even in the worst case, only a small percentage of students engage in behaviors such as using external resources while answering Research Based Assessments and this has a negligible effect on the class average.
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A combination of research-validated teaching methods can produce learning outcomes at a higher than 2 sigma level compared to traditional lecture.
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Resources framework, an assest-based model for education research, can bring to light student ideas that are hidden to traditional methods used for analysing student responses.
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Under certain conditions, retrieval-based practice can produce learning at-least as good as peer instruction.
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