Most schools were already teaching metacognitive and reflective skills similar to those encouraged by ReflectED, which may have limited the programme's additional impact¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The process evaluation found that most schools were already teaching metacognitive and reflective skills similar to those encouraged by ReflectED, and this is likely to have continued in control classes, possibly limiting the measured impact. → Motteram et al. 2016

Evidence¶

Motteram et al. 2016¶

Gary Motteram, Sophina Choudry, Afroditi Kalambouka, Graeme Hutcheson and Amanda Barton. (2016). ReflectED: Evaluation report and executive summary. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/EEF_Project_Protocol_ReflectED.pdf

q2 · i? · qualitative · r?

Qualitative process evaluation based on observations of treatment and control classes in 20 visited schools, teacher interviews, and pupil focus groups. The evaluators interpret existing metacognitive practice, including in control classes, as a plausible limit on the intervention's measured effect; no effect size applies.

"The process evaluation suggested that most schools were already teaching metacognitive and reflective skills that are similar to those encouraged by ReflectED, and this is likely to have continued in the control group classes."

Discussion¶

Related Claims¶

• Self-regulated learning improves achievement — related
• Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — related
• The null UK trial result contrasts with two US retrospective cohort studies, possibly due to shorter duration and lower intensity and to control groups already teaching foreign languages — related