Research protocol: Evaluating the impact of Eedi formative assessment online platform (formerly Diagnostic Questions or DQ) on attainment in mathematics at GCSE and teacher workload

Morris, Stephen, Seymour, Kathy and Limmer, Haylely (2019) Research protocol: Evaluating the impact of Eedi formative assessment online platform (formerly Diagnostic Questions or DQ) on attainment in mathematics at GCSE and teacher workload. International Journal of Educational Research, 93. pp. 188-196. ISSN 0883-0355

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Abstract

This paper describes a cluster randomised controlled trial designed to test the efficacy of Eedi, a formative question setting and diagnostic digital platform, on attainment in mathematics at GCSE as well as its impact on teacher workload. The study is a pragmatic two arm trial that aims to randomise 180 English secondary schools to intervention and control (business as usual) conditions. The intervention is targeted at Year 10 pupils (aged14-–15 years) and their teachers commencing study of GCSE mathematics from September 2018 and will run for two years. The study is due to report at the end of 2021.

Item Type:	Article
Peer-reviewed:	Yes
Date Deposited:	21 Dec 2018 10:10
Publisher:	Elsevier
Additional Information:	Author Accepted Manuscript, copyright Elsevier.
Divisions:	Faculties > Arts and Humanities
Subject terms:	Research protocol, Formative assessment, Student feedback, Online question setting, Cluster randomised controlled trial, 13 Education, Education
URI:	https://e-space.mmu.ac.uk/id/eprint/621851
DOI:	https://doi.org/10.1016/j.ijer.2018.11.007
ISSN	0883-0355

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