"In other words, unlike some people with new theories, we will go out, we'll go into a school and we get products and the products are evaluated, whether it's by teachers or others. The scores are quantified and then we compare performances"

Robert Sternberg's quote highlights a specific method in the development and recognition of new instructional theories and tools. Essentially, Sternberg is advocating for an empirical, evidence-based approach to academic development, contrasting it with more theoretical or purely speculative ventures.

"In other words, unlike some people with new theories, we will head out, we'll go into a school and we get products and the items are assessed, whether it's by teachers or others". Here, Sternberg referrals a hands-on, practical technique, where theories are not just kept in ivory towers or academic journals but are tested in real-world environments-- particularly, schools. By highlighting "entering into a school and getting products", he is stressing the value of integrating theoretical innovations into actual instructional settings where they can be critically assessed.

Evaluation by teachers or others indicates an acknowledgment of the useful expertise that teachers bring to the table. Rather than theoretical assessments carried out in isolation, involving teachers guarantees that feedback is grounded in the genuine difficulties and characteristics of the class. Teachers, being professionals at the frontline of education, provide crucial insights that would otherwise be ignored in purely theoretical examinations.

"The ratings are quantified and then we compare efficiencies" talks to the necessity of measurable outcomes. Quantification suggests an objective measurement to the evaluation, moving beyond subjective viewpoints to gather information that properly reflects the impact of the educational tools or theories being checked. Comparing efficiencies, presumably versus control groups or existing techniques, allows scientists to determine the efficacy of brand-new developments.

Overall, Sternberg is asserting that robust educational development needs useful application and empirical validation within real academic contexts. By promoting a research method that is iterative and responsive to feedback from practitioners, Sternberg's methodology highlights a commitment to establishing tools and theories that genuinely improve educational results. This ensures that instructional advancements are not only in theory sound however also virtually efficient in real-world applications.