Inappropriateness of Inferential and Insufficiency of Descriptive Statistics in Educational Evaluation: The Problem and a Solution.

This paper argues that to be appropriate the evaluation of teaching must occur under circumstances entirely free of the limitations which inferential statistics necessarily impose on teaching. Regardless of whether the statistical, design, and treatment assumptions required for the valid use of inferential statistics in education are met, inferential statistical analysis is still functionally inappropriate. Descriptive statistical analysis, often recommended as an alternative, is also insufficient for evaluating teaching effectiveness. Interpretations or predictions based on descriptive or inferential statistical findings are based on presumed relationships between phenomenal variables which the statistical findings apparently--but only apparently--reflect. It is suggested that a viable replacement consists of functional analysis of behavior strategy based on operant conditioning. This method is precisely tailored for the moment-to-moment manipulation required by educational practice. (RT)