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Evidence Based Education

Evidence Based Education believe education is suffering. To them, it is not a simple problem, but there are a few simple basics upon which any solution should be founded.

Effective teaching leads to improved outcomes for students. This requires teachers who make good decisions, founded on good evidence.

They create world-class professional development programmes focused on improving the quality of those decisions, leading to higher-quality teaching and better student outcomes.

They work at all levels of the system to provide training in key areas of education, including research use, evaluation and assessment.

 

Examples of Programmes Offered

  • Assessment Lead Programme
  • Who’s it for?
    Senior leaders responsible for assessment, plus one middle leader such as a head of department or phase of any English-medium primary or secondary school, FE college or academy who are committed to improving their use of assessment as a tool to support teaching and learning.

    Course overview
    This course aims to improve the efficiency of assessment as a tool to improve the quality of information that supports effective teaching and learning.

    The course covers 4 modules:

    • Module 1; Understanding Assessment – The value of assessment, defining learning, quality in assessment, purpose, validity, constructs, reliability, and fairness in assessment.
    • Module 2; Designing Assessment – How to design assessments for different purposes, design hinge questions for in-class formative use, and design multiple-choice assessments.
    • Module 3; Analysing Assessment; How to analyse assessment data and fine-tune questions to improve formative and summative assessments that are demonstrably reliable in supporting curriculum planning and tracking progress.
    • Module 4; Leading Assessment – How to lead and improve assessment practice across a school, from roles and responsibilities to developing an evidence-based school assessment system and policy.

    Programme duration
    Approximately 50 hours of professional learning doing iteration and leading over the course of one academic year.

    How many people is this for?
    A minimum of two from each school to enhance collaboration and peer support – a common feature, revealed by the research evidence, of effective CPD.

    Estimated cost
    £1,200 for an institution, each additional place costs £500 – no cover or travel costs incurred.

    Where and how is this delivered?
    All learning material, tools, resources and support are delivered via a personalised online learning platform. However, the real learning takes place in your school; applying the theory to your individual context, using the resources, working with colleagues to design and refine your assessments and generally honing your skills to harness the power of assessment in your department or phase.

    Dates
    Further cohort dates will be announced in due course.
    Contact Evidence-Based Education for more information about upcoming dates.

    Possible Promotions
    When you enquire through CPDBee, Evidence Based Education offer a 10% on the Assessment Lead Programme.

  • Assessment Essentials
  • Who’s it for?
    Teacher trainees, recently qualified teachers, other in-service teachers. Anyone wanting to improve assessment knowledge and skill.

    Course overview
    This course aims to teach you what every teacher needs to know and be able to do in terms of assessment. It will:
    – improve your whole approach to teaching and assessment, by making you question your existing practices
    – improve your formative and summative assessment methods and
    – link assessment, curriculum and pedagogy to improve your students’ outcomes.

    Programme duration
    Approximately eight weeks of online content, approximately two hours of learning and doing per week. Content is broken down into bite-sized micro-lessons lasting between 5-15 minutes.

    How many people is this for?
    Available to all, but each course is for an individual.

    Estimated cost
    – £95 for one person. Group rates & multi-user licences
    – Contact Evidence-Based Education for group rates and multiuser licenses.

    Where and how is this delivered?
    Learning material online, guided practice in-school.

    Dates
    Launching January 2019
    Contact Evidence-Based Education for more details.

  • CEM (Centre for Evaluation & Monitoring) Training Packages
  • Who’s it for?
    Teachers & Senior Leaders in schools using CEM Assessments.

    Course overview
    After receiving any form of CEM data training from EBE, you will:
    – understand how the data are generated
    – be able to talk about them knowledgeably
    – have the skills and tools to use them intelligently
    – learn to adapt and differentiate your teaching in an evidence-based way, for the benefit of your students.

    Programme duration
    Unlimited access to resources & support for 1 year.

    How many people is this for?
    Unlimited per school – once your school has signed up, as many teachers as you like can have access to the resources.

    Estimated cost
    – Essentials – £350 per school
    – Pro – £700 per school
    – Pro+ – £1200 per school.

    Where and how is this delivered?
    Blended mix; mostly online but can be supplemented with in-house visits per school requests.

    Dates
    Ongoing – can be purchased at any time of the year.

Delivery location

Across the country

Impact

Impact to date

In three years, Evidence Based Education have worked with over 500 schools and 7,000 teachers.

They note that 100% of respondents to their Assessment Lead Programme feedback survey would recommend the programme. When asked “how relevant to your practice is the course content?”, the average response is 5.44 out of 6.

They are beginning to work with Ofsted and policy makers to widen their impact. They report that Oftsed inspections are beginning to commend the assessment and improvement approaches their client schools are using.

Feedback from senior leaders, collected by CPDBee, says they are challenging thinking about curriculum, helping schools consider the purpose of assessment and developing assessment expertise, even at leading national research schools. Testimonials collected by EBE also show that they have deepened schools understanding of the ways assessment and data can be used to improve student learning.

Impact measurements used

Evidence Based Education aim to improve teaching and student outcomes by improving the quality of decisions schools make about them. They aim to do this by improving the quality evidence they use to make them.

They measure their impact in a number of ways. In their online programmes they collect specific quantitative and qualitative feedback at the end of each module, which they review monthly. They can also track the analytics of participants’ key strokes when using the online platform.

While the plan to conduct large scale, independent evaluations of their impact on student outcomes in the future, they currently carry out post participation interviews and surveys to build detailed case studies, gather findings from Ofsted reports and track progress made by schools when they offer continued support.

External assessment of impact

Evidence Based Education has not yet had an independent, external evaluation of their impact.

Expertise

Programme design philosophy

Evidence Based Education aspire to create and deliver a ‘gold standard’ model of high quality professional development. They work towards meeting the DfE’s Standard for Teachers’ Professional Development.

In particular, their programmes involve 50 hours of active professional learning aligned with the best available evidence and sustained over three terms. They provide practice opportunities and non-negotiable exercises to stage learning. They insist on a minimum of two people per school enrolling and senior leadership buy-in and support being made very explicit. They offer support throughout the programme from the EBE team and from the network of participants.

All of our training and consultancy work is pragmatic and focused on the practicalities of what can realistically be achieved. By working with them, any school, academy, college or organisation will receive the tools, training and support to help them make better-informed decisions, with the ultimate goal of improving outcomes for learners.

Team experience and expertise

The Evidence Based Education Team has the rare combination of expertise in teaching, school leadership, policy-making and education research, all with a pragmatic mindset.

They are exacting about their organisation’s culture, and there are a three non-negotiables for anyone working with them.

First, they must be pragmatically grounded in what teachers and policy-makers can realistically achieve, as well as having an understanding of how this will be done. Second, they must be incredibly good “boundary-dwellers” – good communicators, who are able to clearly translate complex concepts into plain English. Third, they must have good subject knowledge of the field in which they are delivering.

Overseeing the organisation is an advisory board made of up world leading researchers, professors, headteachers and teachers to ensure the EBE team improve the quality of teaching and student outcomes.

Testimonials

Falinge Park High School, Janice Allen, Headteacher

The trainers are very knowledgeable but are able to share this knowledge in a way that makes it relevant to actual day to day school practice. They have a wealth of expertise and are able to guide you to other areas of expertise beyond their own work.

The content and the delivery is tailored to you – we have used the online programme and also working face to face with trainers. The content of the online programme is excellent and challenges your thinking regarding curriculum and the assessment. You can delve deeply into other areas they signpost and the way it is constructed has been carefully thought through.

The face to face training has been exceptional. They adapt their style according to the experience of the members of staff they are working with and there is a real sense that they work alongside us.

The impact has really helped us think through at Middle Leader and Senior Leader level about the purpose of our assessment and has given us guidance about how to improve. We are just at the start of our journey but we are on the right track which has been fully supported by the team at Assessment Academy.

Some of the best training we’ve had. For me, I feel I’ve learnt more about assessment than I have done in the past 20 years.

Huntingdon School, John Tomsett, Headteacher

We have worked with EBE and Stuart Kime for the past five years or more.

Stuart is extraordinarily expert in this field and without his expertise and the link with CEM at Durham and Professor Rob Coe, we wouldn’t have developed our own expertise as a leading national Research School.

Stuart knows his stuff inside out and he has been astute at recruiting to his organisation. When delivering training Stuart’s affable nature is priceless. He has the perfect combination of great expertise and a hugely personable nature.

I recommend EBE and Stuart Kime without any reservation whatsoever.

Newcastle School for Boys, David Tickner, Headmaster

I trust the expertise and background of EBE and its team. They work hard to understand our needs and context and then tailor their training accordingly.

They are committed to helping making a difference to our pupils’ outcomes not just turning up and delivering an expensive, one-off, generic training session.

They have worked hard to build a relationship with us so that they too are invested in our school and pupils’ outcomes.

Samuel Ward Academy, Andy Samways, Director of Research School and Teaching School

EBE are experts in their field (assessment and evaluation), highly evidence based in terms of content and process of engagement. Excellent facilitation. Highly appropriate client engagement. They are very much part of an emerging landscape of educational evidence (training, blogs, consultancy etc). They can provide valuable professional development at a range of scales from the individual teacher through to whole organisation. They have a very personable, organised and enthusiastic team.

International School of Geneva, Jamie Williams, Secondary School Principal

We understood the material inside out, practical recommendations for staff and extremely approachable. I will certainly be having them back in the future.

Falinge Park High School, Janice Allen, Headteacher

The trainers are very knowledgeable but are able to share this knowledge in a way that makes it relevant to actual day to day school practice. They have a wealth of expertise and are able to guide you to other areas of expertise beyond their own work.

The content and the delivery is tailored to you – we have used the online programme and also working face to face with trainers. The content of the online programme is excellent and challenges your thinking regarding curriculum and the assessment. You can delve deeply into other areas they signpost and the way it is constructed has been carefully thought through.

The face to face training has been exceptional. They adapt their style according to the experience of the members of staff they are working with and there is a real sense that they work alongside us.

The impact has really helped us think through at Middle Leader and Senior Leader level about the purpose of our assessment and has given us guidance about how to improve. We are just at the start of our journey but we are on the right track which has been fully supported by the team at Assessment Academy.

Some of the best training we’ve had. For me, I feel I’ve learnt more about assessment than I have done in the past 20 years.

Huntingdon School, John Tomsett, Headteacher

We have worked with EBE and Stuart Kime for the past five years or more.

Stuart is extraordinarily expert in this field and without his expertise and the link with CEM at Durham and Professor Rob Coe, we wouldn’t have developed our own expertise as a leading national Research School.

Stuart knows his stuff inside out and he has been astute at recruiting to his organisation. When delivering training Stuart’s affable nature is priceless. He has the perfect combination of great expertise and a hugely personable nature.

I recommend EBE and Stuart Kime without any reservation whatsoever.

Newcastle School for Boys, David Tickner, Headmaster

I trust the expertise and background of EBE and its team. They work hard to understand our needs and context and then tailor their training accordingly.

They are committed to helping making a difference to our pupils’ outcomes not just turning up and delivering an expensive, one-off, generic training session.

They have worked hard to build a relationship with us so that they too are invested in our school and pupils’ outcomes.

Samuel Ward Academy, Andy Samways, Director of Research School and Teaching School

EBE are experts in their field (assessment and evaluation), highly evidence based in terms of content and process of engagement. Excellent facilitation. Highly appropriate client engagement. They are very much part of an emerging landscape of educational evidence (training, blogs, consultancy etc). They can provide valuable professional development at a range of scales from the individual teacher through to whole organisation. They have a very personable, organised and enthusiastic team.

International School of Geneva, Jamie Williams, Secondary School Principal

We understood the material inside out, practical recommendations for staff and extremely approachable. I will certainly be having them back in the future.