Evidence and gap maps: Using maps to support evidence-based development

Mapping Intimacies ◽

10.51744/cmb6 ◽

2021 ◽

Author(s):

Howard White ◽

Keyword(s):

Impact Evaluation ◽

Evidence Based ◽

Evidence Mapping ◽

Campbell Collaboration ◽

Visual Evidence ◽

Different Types ◽

Research Director ◽

International Initiative ◽

Support Evidence

Evidence mapping began in the early 2000s and has taken off in the last ten years, notably with the innovation of an online interactive visual Evidence and Gap Map by the International Initiative for Impact Evaluation (3ie) and the different types of maps produced by the Campbell Collaboration. In the CEDIL Methods brief, ‘Evidence and gap maps: Using maps to support evidence-based development’, Howard White, Research Director, CEDIL, describes what evidence and gap maps are, what sort of evidence is being mapped, and the various ways in which these maps are being used and how you can commission one.

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Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00115 ◽

2020 ◽

Vol 5 (4) ◽

pp. 1026-1038

Author(s):

Sandra Levey ◽

Li-Rong Lilly Cheng ◽

Diana Almodovar

Keyword(s):

Language Learners ◽

Grade Level ◽

Reading Skills ◽

Language Disorder ◽

Academic Development ◽

Review Article ◽

Evidence Based ◽

Clinical Knowledge ◽

Language And Literacy ◽

Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

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Centres for Health Evidence Demonstration Project

Proceedings of the Annual Conference of CAIS / Actes du congrès annuel de l'ACSI ◽

10.29173/cais26 ◽

2013 ◽

Author(s):

Tracy Stewart ◽

Denise Koufogiannakis ◽

Robert S.A. Hayward ◽

Ellen Crumley ◽

Michael E. Moffatt

Keyword(s):

Evidence Based Practice ◽

Demonstration Project ◽

Evidence Based ◽

Research Opportunities ◽

University Of Alberta ◽

Information Usage ◽

University Of Manitoba ◽

The University ◽

Hospital Wards ◽

Support Evidence

This paper will report on the establishment of the Centres for Health Evidence (CHE) Demonstration Project in both Edmonton at the University of Alberta and in Winnipeg at the University of Manitoba. The CHE Project brings together a variety of partners to support evidence-based practice using Internet-based desktops on hospital wards. There is a discussion of the CHE's cultural and political experiences. An overview of the research opportunities emanating from the CHE Project is presented as well as some early observations about information usage.

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Crisis knowledge management: Reconfiguring the behavioural science community for rapid responding in the Covid-19 crisis

10.31234/osf.io/hsxdk ◽

2020 ◽

Cited By ~ 3

Author(s):

Ulrike Hahn ◽

David Lagnado ◽

Stephan Lewandowsky ◽

Nick Chater

Keyword(s):

Knowledge Management ◽

Evidence Based ◽

Behavioural Science ◽

High Stakes ◽

Evidence Based Policy ◽

Science Community ◽

Minimal Damage ◽

Support Evidence

The present crisis demands an all-out response if it is to be mastered with minimal damage. This means we, as the behavioural science community, need to think about how we can adapt to best support evidence-based policy in a rapidly changing, high-stakes environment. This piece is an attempt to initiate this process. The ‘recommendations’ made are first stabs that will hopefully be critiqued, debated and improved.

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International Archival Auditing and Assurance Research: Trends, Methodological Issues, and Opportunities

Auditing A Journal of Practice & Theory ◽

10.2308/ajpt-51377 ◽

2016 ◽

Vol 35 (3) ◽

pp. 1-32 ◽

Cited By ~ 34

Author(s):

Roger Simnett ◽

Elizabeth Carson ◽

Ann Vanstraelen

Keyword(s):

Audit Quality ◽

Research Trends ◽

Data Sources ◽

Quality Data ◽

Research Articles ◽

Future Research ◽

Evidence Based ◽

Methodological Issues ◽

Comprehensive Review ◽

Support Evidence

SUMMARY We present a comprehensive review of the 130 international archival auditing and assurance research articles that were published in eight leading accounting and auditing journals for 1995–2014. In order to support evidence-based international standard setting and regulation, and to identify what has been learned to date, we map this research to the International Auditing and Assurance Standards Board's (IAASB) Framework for Audit Quality. For the areas that have been well researched, we provide a summary of the findings and outline how they can inform standard setters and regulators. We also observe a significant evolution in international archival research over the 20 years of our study, as evidenced by the measures of audit quality, data sources used, and approaches used to address endogeneity concerns. Finally, we identify some challenges in undertaking international archival auditing and assurance research and identify opportunities for future research. Our review is of interest to researchers, practitioners, and standard setters/regulators involved in international auditing and assurance activities.

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