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| Theoretical justifiability |
| What theory with an established track record is being used to interpret the proposed change? What proposed model is being considered? |
| Conceptual coherence |
| How is the change being conceived of in terms of resourcing, responsibilities, professional development and implementation timelines? |
| Structural integrity |
| In line with developmental learning theories, is content sequenced and incremental in presentation? Is the proposed change so structured that its various components sequenced and integrated? |
| Linguistic clarity |
| Can the proposed change be understood in “plain language”? Is it free of jargon, spin and embellishment? Is it accessible to the general public? |
| Psychometric validity |
| Are evaluation regimes easily comprehendible or does one have to hold a PhD in statistical analysis to understand how children are being assessed? |
| Empirical veracity |
| Prior to being adopted for system-wide implementation, have field trials shown the proposed change to be efficacious? |
| Courageous humility |
| If field-failure is evident, is there a preparedness to go back to the drawing board rather than press on regardless? |
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