Positive progress for maths, but not reading, for a thinking skills intervention
4 November 2016
The ReflectED programme was developed by Rosendale Primary School to improve pupils’ metacognition—their ability to think about and manage their own learning. This includes the skills of setting and monitoring goals, assessing progress, and identifying personal strengths and challenges.
The impact of the programme was evaluated using a randomised controlled trial involving 1,858 pupils across 30 schools in five areas throughout England over the academic year 2014/15. The evaluation examined the impact on the maths and reading attainment of Year 5 pupils, and also their attitudes towards reading and maths.
Year 5 pupils who took part in the ReflectED programme trial made an average of four months’ additional progress in maths compared to those in the control groups. The evaluators also found evidence that pupils in the programme developed a more positive attitude towards maths. However, in reading they made two fewer months’ progress than the control group and developed a slightly less positive attitude towards the subject.
The evaluation suggests that most schools were already teaching metacognitive and reflective skills that are similar to those taught in the ReflectED programme, and are likely to have continued in the control group classes. Therefore we cannot conclude from this trial alone that the intervention would have a similar impact in other schools.
Read the full report on the EEF website.Posted on 4 November 2016
Posted in: Evidence