Claims

Eligibility for the animation course increased pupils' productive thinking and metacognitive skilfulness

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Measures of metacognition elicited using Pupil Views Templates provided evidence that eligibility for the animation course increased pupils' 'productive thinking' and 'metacognitive skilfulness'. → Dorsett 2014

Evidence

Dorsett 2014

Dorsett, R., Rienzo, C., Rolfe, H., Burns, H., Robertson, B.-A., Thorpe, B., & Wall, K. (2014). Mind the Gap: Evaluation Report and Executive Summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581160

q3 · i? · causal · r2

Secondary-outcome analysis of the randomised controlled trial using Pupil Views Templates administered pre-test and immediately post-test, coded blind with inter-rater agreement of 84% (Cohen's Kappa). The report found "evidence that eligibility for the animation course increased pupils 'productive thinking ' and 'metacognitive skilfulness'". No effect size is printed for this finding.

"However, measures of metacognition (elicited from data collected using Pupil Views Templates) provided evidence that eligibility for the animation course increased pupils 'productive thinking ' and 'metacognitive skilfulness'."

Discussion

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