The Evidence Based approach to EdTech

The EEG is committed to raising standards within the EdTech industry and that all begins with having a solid evidence base. As a member we will help and guide you in the best ways to evidence your products.

Here’s some examples of what our member companies are doing within their businesses to provide good evidence:

Evidence gathering and deployment are integral and embedded activities within Whizz Education and used in numerous ways including:

For transparency and evidence of impact with clients and relevant stakeholders. Quite simply, clients want to know if our work together is delivering learning outcomes and impact with their students. To support development of our offering. Gathering of learning evidence has and continues to inform our strategic path and value proposition.

For the key process of informing our course correction process to implementations, particularly large scale implementations. Having continuous learning data which we are able to mine and interpret allows us to make regular adaptations to implementations, with the cumulative impact over time being surprisingly profound. As an example this process allowed us to more than double (indeed nearly triple) learning progress rates in rural Kenya for students who had recommended access to our platform over a four year period between 2015 and 2019. For the gathering of insights and thought leadership which is used in communications internally and externally. The discipline of gathering data and evidence of what is working (and what isn’t) also provides our own staff with confidence in the organisation and work we do as a learning outcome partner.

Evidence has always been central to Tassomai’s product development process. From the start as a founder, I focused “what it does” on “what works” and iterated each time to build systems and algorithms that got the best results for me and my teaching, and for my students and their outcomes.

This is central to our values as a company: prioritising evidenced product development in order to give a maximum return on our users’ investment of time and effort so that we can know that when a teacher sets Tassomai as an activity, we are benefitting their students.

The use of evidence in our marketing was only ever an ancillary benefit rather than a direct intention, but we have seen over the years how schools have bought into the product and implemented it with more intent and confidence when they have been able to see our data and interrogate it themselves; we’ve learned along the way that research and evidence as a tool for open, collaborative conversations is what builds strong trusting relationships with customers.

Developing a product with research and evidence first doesn’t have to be expensive or inaccessible for early-stage startups - at Tassomai it’s core to our culture to build an education company that learns as it goes, confronts problems, builds on strengths and delivers on potential - just as we’d wish for our students.

Sparx Learning is completely driven by evidence and research.

 We believe in the power of data and analyse everything we do to make sure it is having a positive impact – because we don’t believe in developing technology for the sake of it.

With more than 50% of UK schools using Sparx Learning products we are able to collect, analyse and use data from our products to optimise the way we work, undertaking a significant amount of research with schools, students and teachers to make sure we are always focused on making the most impact within education.

Sparx Maths has also conducted the first ever double-blind randomised controlled trial for an education technology product and, providing third party validation of the work that we have undertaken, external research conducted by RAND Europe and Cambridge University also found that using Sparx Maths for 1 hour a week significantly increases grades.

It is really important that we conduct high-quality research that meets the highest ethical standards. For previous studies, we have convened a Research Ethics Committee prior to and after our trials to ensure they are as low risk as possible to its participants and have adopted the British Educational Research Association (BERA) code of research ethics.

1 in 3 schools in the UK now have a subscription to GCSEPod as well as schools in 40+ other countries.

Our reach is huge and allows us to gather opinions from 60,000 teachers and over 1/2M students.Our data has been used regularly by the press and the DfE to show the positive impact of EdTech.  GCSEPod is proud to boast a 4.7/5 rating on EdTech impact and we promote the 70 odd reviews on social media

to help evidence the impact we have on reducing workload and improving student outcomes.

Case studies and anecdotal feedback are fantastic to use as promotional material, but more importantly to us, we gather student outcomes from our subscribing schools to evidence a clear correlation between GCSEPod usage and pupil attainment. These impact analyses form the initial part of any promotional presentation and help to get buy and prove the product does what it says on the tin.

Results from millions of questions answered across 28 subjects allows us to share pictures of the national landscape, something we have recently done with our partners at PiXL. This data informs school leaders and teachers and helps add further credibility to our brand.

How the EAS uses evidence as a company and why it's important that we do?

The primary strategy of the EAS is to continue to develop an evidence base for curating, describing and selecting ‘High Quality’ educational apps.

A platform where all applications are certified and reviewed by professionally experienced teachers, against a rubric i.e., a scoring guide used to evaluate the quality of any application, from a performance and educational perspective.

With in excess of 500,000 educational apps available today across the major app stores, the team at the EAS, believe that teachers as well as parents, are looking to trusted authorities that can identify, review and recommend excellent content.

By coming together with other evidence-based companies, the believes it can help build confident educators and engaged users, going forward in the 21st Century.

The EEG is set up as a CIC.​

(A CIC is a non-charitable limited company, which exists primarily to benefit a community or with a view to pursuing a social purpose rather than to make profits for their members).

EdTech Evidence Group

© 2023

© 2023

EdTech Evidence Group

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