Conference talks and workshops
Small numbers, big challenges: considerations when evaluating interventions for learners with special educational needs
Karen Wespieser, Driver Youth Trust
By definition, learners with SEN are special. In statistical terms, they can often be outliers. Yet when interventions take place in school, this group are likely to be recipients. How then can we insure evaluation is inclusive and what are some of the key considerations to bear in mind?
Scaling up an Evaluation
Lisa Whitworth, Sidmouth College and Emma Sutherland, Nesta.
Lisa will be talking about running the Building resilience in learners innovation project and her experience of being able to take this innovation further, scaling up to a larger trial, while Emma will discuss scale-up from a funder’s perspective, sharing why Nesta are interested in school-led projects and the criteria they use when selecting projects to fund.
Strand 1: The evidence–informed school improvement cycle and running an evaluation
Identifying the problem
Jonathan Haslam, IEE
Schools are noisy places in more ways than one. In this session, we will talk about how to identify an issue amidst all this noise, and the importance of not trying to solve every problem at once.
Selecting a solution critical engagement with evidence
Dr Alicia Shaw, IEE
Once you have identified the problem you would like to address, you will want to find a solution. This session will help you work out what sort of evidence might help you, where to find it and how much you should trust the evidence you have found.
Planning and carrying out an evaluation
Dr Alicia Shaw, IEE
It is important to know whether your solution is working. Come along to discover how to write a good research question (it’s harder than it sounds!) and learn about the key features of a robust impact evaluation.
Data analysis and drawing conclusions
Dr Alicia Shaw, IEE
You’ve gathered your data, but what does it mean? And what else could have caused your results? We will consider ways to analyse your data, other factors to take into account when drawing conclusions and how (or if) your findings can help other teachers.
Strand 2: Presentations from innovation evaluation projects
LbQ: Using low-stakes quizzing and interleaving to promote learning and retention of information in primary mathematics
Mohamed Cusworth-Yafai, Shireland Collegiate Academy
This innovation project investigated the impact of using low-stakes quizzes and spaced practice and/or interleaving on mathematics attainment in Year 5 pupils in a large three-form entry primary school.
Mastery English is a teaching strategy that has shown promise in primary schools. This evaluation investigates whether the principles can be transferred into the secondary phase, and evaluates whether it impacts on reading comprehension and overall reading achievement in Year 7.
LbQ: Evaluating the effects of a maths coaching programme on Year 6 pupil premium pupils.
Sarah Seleznyov, London South Teaching School Alliance
London South Teaching School Alliance evaluated what effect the CoachBright / Learning by Questions six-week mathematics coaching programme had on higher prior-attaining Year 6 pupil premium pupils’ mathematical skills, confidence, motivation and attainment.
John Coats, Notre Dame High School
This project 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.
Foye Weatherhead, Greenshaw High School
This innovation tested whether Year 8 pupils’ retention of content knowledge in their long-term memory could be improved when carrying out low-stakes quizzing and responding to analytical questions in history and in English.
Strand 3: Presentations from innovation evaluation projects
Structured after-school support and its impact on reading age
James Baalham and Dale Banham, Northgate High School
This innovation comprised of two reading sessions per week for 25 weeks. One session focused on reading and comprehension of text. The second session focused on developing study skills – in particular pupils’ ability to research and carry out enquiries in a range of curriculum areas (history, geography and science).
Let’s think Early Years
An approach to maths teaching for Reception children that also aims to improve general reasoning level and outcomes at Early Years Foundation Stage, was introduced into four Reception classrooms. Pupils experienced a series of guided, small-group activities, alongside their usual maths curriculum.
Word rich readers
Theresa Gooda, The Weald School
The Weald School conducted an evaluation of a project designed to keep pupils reading during the primary/secondary transition phrase.
Using self-regulated strategy development to improve writing in Year 8
Emma Buckley, Highfield School
Year 8 teachers at Highfield School evaluated the impact of a one-year self-regulated strategy development intervention, on Year 8 pupils’ extended writing.
Using testing to improve the quality of learning in reading
Adam Hollyhead, Ocker Hill Academy
Ocker Hill Academy evaluated the impact of ‘Go through’ sessions on the reading comprehension ability of Year 5 pupils.
Strand 4: Learning by Questions demonstrations
Learning by Questions (LbQ) is a classroom app filled with curriculum-aligned Question Sets and immediate feedback. The approach has been used in a number of innovation projects. Come and see a demonstration of LbQ and find out more about a new funding round of innovation evaluation projects using the approach.
Applications are now open for the second round of Learning by Questions (LbQ) innovation evaluation …
A further five reports from projects funded by the IEE Innovation Evaluation Grants have been …