Abstract

Problem-solving frameworks have the potential to promote objective data-based decisions that increase the likelihood students are matched to appropriate evidence-based interventions. Unfortunately, cognitive biases, heuristics, and fallacies can lead to erroneous conclusions within problem-solving frameworks. Some of these effects have been well-studied within special education and related fields, while the effects of lesser-known biases that have not garnered the same level of attention have been extensively investigated in fields like finance and medicine. Previous educational decision-making research has focused largely on special education evaluation processes. The purpose of this paper is twofold. First, we highlight lesser-known cognitive biases that may impact educational decision making. Second, we discuss how said biases can be researched within problem-solving frameworks and challenged in practice.

摘要

问题解决框架有潜力促进基于数据的客观决策，从而增加学生与适当的基于证据的干预措施相匹配的可能性。不幸的是，认知偏差、启发法和谬误可能会导致问题解决框架内的错误结论。其中一些影响已在特殊教育和相关领域得到了深入研究，而鲜为人知的偏见尚未引起同等程度的关注，其影响已在金融和医学等领域得到了广泛研究。以往的教育决策研究主要集中在特殊教育评估过程。本文的目的是双重的。首先，我们强调可能影响教育决策的鲜为人知的认知偏见。第二，