Expanding conceptual evidence-building with the science of learning: integrating evidence weights, alignment estimates and iterative updates for educational innovations

Abstract Educational innovations should articulate a clear rationale that situates the innovation within existing literature. Current frameworks, such as ESSA Tier IV, emphasize this requirement, though they only mandate a general review of research. Consequently, the process for demonstrating this connection currently lacks standardization, leading to variability in the quality and depth of the rationale provided across different educational tools and interventions. The aim of this paper is to introduce a structured methodological approach for evaluating educational innovations in relation to their supporting literature, emphasizing a systematic process that balances conceptual rigor with methodological plurality. We present the development and refinement of our methodological approach and illustrate its application through the method of two case studies. Our findings are structured around five systematic steps, integrating rapid evidence reviews, a weighted assessment of findings, and alignment with established principles from the Science of Learning. We conclude that such an approach can form part of pathways to foster more effective collaboration between researchers and developers, thereby strengthening the design and impact assessments of educational innovations.