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Evaluating a theory

Criteria for evaluating theories of instruction (which mine is not, but the criteria are still relevant):

from Gordon (1968, as cited in Reigeluth, 1983, p. 24-25)
1) Internal consistency - the theory should not contradict itself
2) Explicit boundaries and limitations
3) Not contradicted by empirical data (caution: apparent contradictions may be overturned with a reanalysis of the data)

from Snelbecker (1974, as cited in Reigeluth, 1983, p. 24-25)
4) Parsimoney (i.e. simplicity)

from Snow (1971, as cited in Reigeluth, 1983, p. 24-25)
5) Usefulness "The primary criterion for the evaluation of theory is usefulness, not truthfulness [p. 103]." and Hebb (1969, as cited in Reigeluth, 1983, p. 24-25): "A good theory is one that holds together long enough to get you to a better theory [p. 27]." Snow also says that a theroy should be useful for organizing existing data meaningfully and for producing useful hypotheses. (George Kelly also said something to that effect).

from Reigeluth (1983, p. 25)
6) Comprehensiveness: "For how much of the total variance does it account?"
7) Optimality (related to usefulness): "It is not enough to be valid, is it better than anything else available? In the case of a prescriptive theory, does it present the best models for achieving desired outcomes under given conditions? In the case of descriptive theory, do the models have the best outcomes for the given conditions?"
8) Breadth of applicability (percent of conditions): "For what percent of conditions is it optimal?"

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