IEE Innovation Evaluation reports published

Posted on 28 February 2019

This week sees the publication of a further four reports from projects funded by the IEE Innovation Evaluation Grants.

Audio Feedback: Notre Dame High School evaluated the effectiveness of teachers recording verbal feedback for pupils, both in terms of improving A-level test outcomes in sociology and maths and having a positive impact on teacher workload. Their evaluation found that audio feedback was more effective than written feedback in improving test outcomes in sociology and maths A-level, and that the effect sizes were similar for both boys and girls. Sociology pupils reported preferring audio feedback to written feedback and their teachers felt providing audio feedback reduced their workload, while both maths teacher and students reported a preference for conventional, written feedback.

No More Marking: This second innovation evaluation project from Notre Dame High School evaluated the impact of lessons in which pupils used an online comparative judgement platform. The project looked at the impact on teacher workload and pupils’ English outcomes in Years 7, 8 and 9. The evaluation found no difference to pupils’ outcomes compared to conventional teacher marking but the intervention did reduce teacher perception of their workload.

Desk cycle study: Crescent Academy evaluated whether having access to a desk cycle reduces levels of hyperactivity for Year 5 and 6 pupils with high prior levels of hyperactivity (as rated by teachers), and therefore leads to an improvement in maths attainment. Of additional interest was whether there were any changes in the fitness levels of the pupils. Overall, the evaluation showed a positive impact on pupils’ levels of hyperactivity and fitness. However, the results suggested there may be a negative impact  for maths progress for some groups of children.

Improving reading fluency: Garden Fields JMI School evaluated the impact of a small-group reading fluency intervention on the reading progress of children in Years 4, 5 and 6 who are working below age-related expectations. The evaluation found a positive impact on pupils’ reading accuracy and comprehension.

Part of the Research Schools Network project, these small-scale evaluations of innovations in teaching and learning approaches support the Network’s goal of improving the attainment of pupils by increasing the use of evidence-based practices.

We will be publishing more reports throughout the year, and if you would like to be notified when these become available you can sign up to receive email alerts here.