Learning how to synthesize: The design and evaluation of a reading-writing learning unit for high-school students

Abstract

This paper reports on the systematic design and evaluation process of a learning unit for 9th grade students, aimed at learning to write synthesis texts. The unit was based on design principles derived from a review of effective synthesis writing interventions and general principles of effective learning. To evaluate the quality of this unit, we considered three aspects: the validity, feasibility, and effectiveness of its design. The design as construct was based on state-of-the-art knowledge which ensured construct validity. Furthermore, user data indicated that the construct's operationalization was valid: the content and structure of the unit reflected the construct. In addition, teachers were generally positive about the unit's overall feasibility and teacher logs indicated that the lessons were mostly taught as intended. Furthermore, student data indicated that the unit was feasible for students, as well. Finally, the effectiveness of the unit was confirmed by the outcomes of an intervention in five classes, using a switching replication design. Some options for further improvement of the design are also proposed.