Working out what works…

and what doesn’t.

“In education, as in all fields of human

endeavour, there are always new ways to

enhance what we do.”

Gareth Mills (NFER)

“It is important that education change is not driven by opinion or passing fad but

by informed expertise.

As a profession you have an obligation to be able to answer the question:

why did you do that?”

Estelle Morris

Hattie “Visible Learning”

• 15 years work• Synthesis of 800 research studies

Equivalent to over 1.5 grades at GCSE)

Tait Coles

Education Endowment Foundation Toolkit

• Based entirely on work in schools

• Looks at 33 interventions

Equivalent to over 1.5 grades at GCSE)

“…Practitioners who are able to justify their action by reference to evidence,

aims and principles.”

Professor Robin Alexander

“

Does

one-to-one oral feedback

have an impact on

writing outcomes

in

9es?

Does the use of Exercise Book 2.0 improve rates of progress?Does a traditional Berger model of critique improve rates of progress?Does comment only marking improve rates of progress?Does inference intervention improve reading ages?Does increasing wait time after asking a question improve rates of progress?Does a no-hands up policy increase engagement?Does a maths intervention programme increase rates of progress?Does the use of literacy pyramids increase the use of subject-specific vocabulary in exam answers?Does a vocab app increase the quality of exam answers in MFL?Does peer tutoring improve rates of progress? Does DIRT improve rates of progress?Does Classwatch improve the quality of teaching?Does Coaches Eye improve performance in PE?Does flipped learning improve attainment?Does Edmodo improve attainment?Do lollipop sticks improve the quality of discussions?Does one-to-one oral feedback have an impact on writing outcomes?

How?Stage 1:

PreparationStage 2:

ImplementationStage 3:

Analysis & Reporting

1. Frame your evaluation question

4. Conduct a pre-test

7. Analysis and interpretation

2. Decide your measure

5. Deliver the intervention

8. Report the results

3. Decide your comparison group

6. Conduct a post-test

Consider the outcomes of other studies

Dr Jonathan Sharples

Education Endowment Foundation

Jonathan Sharples is Manager of Partnerships at the IEE and currently on secondment to EEF. He is building networks with educational stakeholders across the sector to advance evidence-based policy and practice. Jonathan regularly supports schools by signposting them to relevant research information, and helps teachers apply the evidence in practice.Jonathan previously worked at the Institute for the Future of the Mind at Oxford University. Here he coordinated the All-Party Parliamentary Group on Scientific Research in Learning and Education, which explores how insights from scientific research relate to UK education policy. He also worked as a secondary school science teacher.

The College can move forwards reassured that the strategies we

have worked together on are “most likely” to have an impact

on student outcomes.

Teachers need to be the drivers of those innovations.

SOLOPSM, ESH, ALI, RSM, ALW, SBA, NJO, SDU, ASH, BPE, KBE, ASK

CritiqueHTU, SGI, PWI, JLO, CSM, VCA

Independent Learning Post 16SCA, CDE, GMA, JGR, EST, DRO, SLO, DPA, SPL

Intrinsic Motivation

ACA, HJO, CAY, JSC, CQU, AHO, KST, MPE, JRB

SOLO: room 25

Post 16: Room 27

Intrinsic Motivation: room 29

Critique: room 26

4.00pm: Clarify any points about your chosen strand of pedagogy

In groups of 3 discuss what area of assessment/feedback you would like to research

Begin to frame your individual evaluation question

4.30pm: Feedback your ideas and possible research question to the larger group.

By 5.00pm Complete the questionnaire

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