There is a new Best Evidence in Brief and to be honest, I’ve skipped one because I thought some research mentioned in the newsletter wasn’t really deserving the label of best evidence. The new edition is better, although I was reluctant to share this study. Not because I think it wasn’t conducted in a good way, but because the results are in contradiction with previous research. Still, it is important to share studies even if they don’t show what you expected – or even more important if they don’t.
An evaluation published by the Education Endowment Foundation (EEF) in the UK has found that introducing more frequent and structured lesson observations – where teachers observe their colleagues and give them feedback – made no difference to students’ GCSE math and English results (GCSEs are high-stakes exams taken in a range of subjects by secondary students in England).
View original post 156 more words