Welcome & Introduction

The largest educational research unit in a UK university (75 staff)

1.1 million assessments are taken each year More than 50% of UK secondary schools use one or more

CEM system CEM systems used in over 50 countries Largest provider of computerised adaptive tests outside US

To help educators improve educational outcomes, throughAssessments that support learningMonitoring and feedback systems for self-evaluationRigorous evaluation of the impact of different approachesPromotion of evidence-based practices and policies

More about this during the day …

Information to help educators evaluate teaching and learning in their school

Light-touch, low stakes assessment Using data over time to look for areas of strength

and weakness and identify trends Confidential Free from political interference Consistency over time

Laye

rs o

f inf

orm

ation group

middle and senior management

Classroom teachers

2. Monitoring and feedback systems for self- evaluation

Level of detail

• Monitoring system against which the impact of research-based interventions can be measured• Overview of school profiles• Bespoke reporting• Ages 3 – 18• Durham University quality mark• State of the art assessment using

latest in measurement theory

• Monitoring system against which the impact of research-based interventions can be measured• Overview of school profiles• Bespoke reporting• Ages 3 – 18• Durham University quality mark• State of the art assessment using

latest in measurement theory

group

• Evidence of progress• UK benchmarking• Information for self-evaluation

• Evidence of progress• UK benchmarking• Information for self-evaluationmiddle and senior

management

Classroom teachers

•Objective, reliable student level data• Information to personalise learning• Information for target setting• Identify gifted and talented• Identify student who need more help•Validation of teacher judgement•Track student progress•Diagnostic information

•Objective, reliable student level data• Information to personalise learning• Information for target setting• Identify gifted and talented• Identify student who need more help•Validation of teacher judgement•Track student progress•Diagnostic information

Fife Peer Learning Project First project to implement and evaluate large-scale

systematic approach Launched in November 2006 129 out of 145 primary schools in the authority Impact evaluated using a randomised controlled trial

(RCT) Same age, cross age, light and intensive, maths and

reading

Cross age worked best for both maths and reading Two year age gap

◦ Year 5 tutoring Year 3 then Year 6 tutoring Year 4◦ Same pupils over two year period

One twenty minute session per week, intensive condition didn’t add anything

Select pairs◦ Rank on ability, consider personality differences◦ Maintain pairs over initial difficulties

Tutee choses a book that interests them◦ Check for readability

Tutor and tutee read together until tutee signals that they confident to continue alone

Error correction◦ If tutee fails to self correct after 4-5 secs tutor corrects◦ Tutor praises◦ Pair continue to read together until tutee signals

Advisory role◦ Lord Bew report◦ Select Committee for Education◦ Media

Undertake research to find out what works Dissemination of the best evidence

Conducted by Professor Robert Coe and Professor Steve Higgins at Durham University

Large scale meta-analysis Strict, pre-set criteria for inclusion in study Limitations in interpretation

Ability groupingAfLAfter school classesArtsFeedbackHomeworkICTIndividualised LearningLearning styles

Meta-cognitive skillsOne-to-one tutoringParental involvementPeer tutoringPerformance payPre-schoolSmall classesSportsSummer schoolsTeaching assistants

PromisingMay be worth it

Not worth it

Cost per pupil

Effec

t Siz

e (m

onth

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in)

£00

10

£1000

Feedback

Meta-cognitive

Peer tutoring Pre-school

1-1 tutoringHomework

ICT

AfL Parental involvement

Sports

Summer schools

After school

Individualised learning

Learning styles

Arts Performance pay

Teaching assistants

Smaller classes

Ability grouping

Probably worth investing in◦ Feedback◦ Meta-cognitive & self-regulation strategies◦ Peer tutoring

Less effective (or not good value)◦ More teachers / TAs (smaller classes)◦ 1-1 support (ECaR, ECC)◦ Setting / streaming◦ PRP

Katharine.bailey@cem.dur.ac.uk

http://www.suttontrust.com/research/toolkit-of-strategies-to-improve-learning/