The professional context and challenge
Learn Academies Trust (Learn-AT) launched in September 2016 with seven primary schools. In the first year of operation, ...
‘Smart is not something you are, smart is something you get’ (Wiliam, 2013a).
What is formative assessment?
There is more than 40 years’ research evidence to ...
The National Union of Teachers (NUT) reported this year that 45 per cent of young teachers have concerns over their mental health and are considering leaving th...
'Imagine what a difference it would make if children knew what they were good at and what they had to do to improve.' With these stirring words, our trainer ext...
Feedback seems extremely powerful. It is 'among the most common features of successful teaching and learning' with an average effect size of 0.79, 'twice th...
The issue that teachers face
Questions are an integral part of classroom life and essential to every teacher’s pedagogical repertoire. They are also one of the...
Assessment for learning (AfL) strategies, closely associated with formative assessment, aim to enable students to independently assess their own learning, mov...
My title comes from a comment made by a teacher who attended the first development day for the Teacher Assessment in Primary Science (TAPS) project, an ongoing ...
One of the proposals in the Department for Education’s (DfE) recent consultation on primary assessment is to introduce a school-entry assessment to act as a bas...
Teachers should be able to meet the demands of the classroom; in the language of teaching quality research, they should have the required ‘competences’ to be ef...
The EEF looks at how better evidence could help to reduce teacher workload.
The Education Endowment Foundation is an independent charity dedicated to breaking ...
When the Education Endowment Foundation (EEF) and the Oxford University Department of Education released the report A Marked Improvement (Elliott et al., 20...
The abandonment of national curriculum levels has created an assessment upheaval in our schools. Alongside the difficult process of developing new internal syst...
Administrations worldwide are seeing assessment as a policy tool to achieve educational aims and objectives. The outcomes of public examinations are increasingl...
Continuing professional development (CPD) is an important way of spreading evidence-informed practice (EIP) in schools. But despite widespread calls for more fo...
This is a co-publication with the British Medical Journal (BMJ), first published in May 2017 (BMJ 357: J2234)
Education and healthcare intersect in important...
The need to define a set of ‘big ideas’ as a framework for decisions about the curriculum, pedagogy and assessment originated in the context of science educatio...
Four years after Ben Goldacre exhorted those of us working in the English education system to claim the prize of evidence (Goldacre, 2013), have we achieved his...
In exploring what constitutes effective teaching and learning in classrooms and schools, this article centres around the important role of evaluation in evidenc...
An international spotlight is now shining on evidence-informed practice. In a fast-changing world, where diverse groups of pupils need to be prepared for their ...
