Teachers, educators and policymakers need to determine how applicable education evidence is to their context when considering adopting new evidence-based practices. Research conducted in different educational contexts – including locations, student demographics, year levels or subject areas – may still offer broadly relevant insights.
The Australian Education Research Organisation (AERO) conducted a rapid literature review on the effectiveness of 3 well-established, evidence-based teaching practices: formative assessment, explicit instruction and mastery learning. Our literature review investigated the impact of these practices on student achievement and whether this varied across contexts. This research report presents the findings and methodology of our investigation.
AERO’s article 'But that would never work here’ – Does context matter more than evidence? summarises the key findings presented in this research report.
Keywords: student progress, explicit teaching, student learning