Evidence-based Practice (EBP)
– an introduction
Three objectives:
1.
What is EBP?
2.
Where has EBP come from (and why)?
3.
Risks and Rewards of EBP?
What is EBP?
Where has EBP come from
(and why)?
EBP – a definition

The term evidence-based practice (EBP)
refers to preferential use of mental and
behavioural health interventions for which
systematic empirical research has provided
evidence of statistically significant
effectiveness as treatments for specific
problems.
Wikipedia
Box of shocks
This hand-cranked
electrotherapeutic
machine was
designed in the
early 1900s so that
patients could give
themselves shock
therapy in the
comfort of their
own home.
Some used it for
tooth ache, while
others used it to
ease nerve pain
and tics.
EBP – the intent

Evidence based practice (EBP) is an
approach which tries to specify the way in
which professionals or other decision-makers
should make decisions by identifying such
evidence that there may be for a practice,
and rating it according to how scientifically
sound it may be. Its goal is to eliminate
unsound or excessively risky practices in
favour of those that have better outcomes.
Wikipedia
“Facts are meaningless. You could use
facts to prove anything that's even
remotely true!”
Homer Simpson
EBP in other contexts

Defence

Human relations (HR)
EBP in NZ schools

Legislative context:




NAG1
NAG2
Education Standards Act
Ministry advice


Planning for better student outcomes
Consider the evidence
Consider the Evidence
Evidence-driven decision making
for secondary schools
A resource to assist schools
to review their use of data and other evidence
Evidence-driven decision making
The evidence-driven decision making cycle
.
Reflect
How will we
teach writing in
the future?
Trigger
Some of our
students are
poor at writing
A teacher has a
hunch - poor
writers might
spend little time
on homework
Explore data
Survey of
students
shows that this
is only partially
true
Evaluate Has
writing improved?
Intervene
Create multiple
opportunities for writing;
include topics that can
use sport as context;
connect speaking and
writing. PD for staff.
Interpret
information
Poor writers
likely to play
sport, speak
well, read less,
do little HW
Analyse
NQF/NCEA
results by
standard
Analyse non
NQF/NCEA data
and evidence
Question
What are the
characteristics
of students who
are poor at
writing?
Assemble
more data &
other evidence:
asTTle reading,
homework,
extracurric,
Attendance, etc
Evidence-driven strategic planning
.
INDICATORS
FROM DATA
asTTle scores
show a high
proportion of
Yr 9 achieving
below
curriculum level
NCEA results
show high nonachievement in
transactional
writing
Poor results in
other language
NCEA
standards
STRATEGIC GOAL
ANNUAL PLAN
YEAR TARGET
To raise the levels of writing
across the school
Develop and implement
a plan to raise levels of
Writing at year 9
Raise writing asTTle
results Yr 9boys from
3B to 3A
Strategic action
Development plan to be
based on an analysis of
all available data and to
include a range of
shared strategies
etc.
Develop a writing
development plan which
addresses writing across
subjects and levels ,
including targets,
professional development
and other resourcing needs
etc.
etc.
EVALUATION
DATA
Appraisa
l
asTTle writing
results improve by
…
Perception data
from year 9 staff
indicates …
PD
Evaluation of
effectiveness of
range of shared
strategies, barriers
and enablers …
etc.
Self
review
etc
School
charter
EBP – a definition

The term evidence-based practice (EBP)
refers to preferential use of mental and
behavioural health interventions for which
systematic empirical research has provided
evidence of statistically significant
effectiveness as treatments for specific
problems.
Wikipedia
What is EBP?
Where has EBP come from
(and why)?
Risks and Rewards of EBP

For students

For teachers

For schools
Do we measure what we value or are
we valuing what we can measure?
Not everything that counts can be
counted, and not everything that can be
counted counts!
Albert Einstein
Julia Atkin, 2004
ASSESSMENT TENSIONS and DILEMMAS:
quantity
quality
objective
subjective
standardise
raise standards
individual
collaborative
material
spiritual
technical
‘soulful’
formal
simple
informal
complex
Julia Atkin, 2004
A rationalist, positivist ‘world view’ focuses on the left hand
side of the previous slide; focuses on aspects which are
tangible and that can be quantified and measured on
linear scales.
Our challenge is that deep learning, learning with spirit,
dynamic learning, transformative learning embraces both
sides … it is all about the integration of the two columns.
It is not ‘either-or’ - it’s ‘both - and’.
I encourage you to re-think assessment by clarifying what
we value and believe about learning,teaching and
assessing - by starting with WHY? Why assess? What
do we value and believe about learning & teaching
and what are the implications for assessment?
Julia Atkin, 2004
‘The right hand side of the tension point list
demands qualitative forms of assessment. In
addition to performance (as in authentic
assessment) qualitative forms of assessment
involve holistic media such as narrative and
image
Julia Atkin, 2004
What did I learn today? My mother will want to know.
Can assessment raise standards?
Recent research has shown that the answer
to this question is an unequivocal ‘yes’.
Assessment is one of the most powerful
educational tools for promoting effective
learning.
Kay Hawk, 2006
But it must be used in the right way.
There is no evidence that increasing the
amount of testing will enhance learning.
Instead the focus needs to be on helping
teachers use assessment, as part of
teaching and learning, in ways that will
raise pupils’ achievement.
Kay Hawk, 2006
The research tells us that successful learning
occurs when learners:
• have ownership of their learning
• understand the goals they are aiming for
• are motivated and have the skills to
achieve success.
Kay Hawk, 2006
Earl, L. (2006)
Three types of assessment:

Diagnostic

Formative

Summative
Done for students
Done with students
Done to students
Earl, L. (2006)
Earl, L. (2006)
Earl, L. (2006)
What do schools need to do to maximise
the benefits of good assessment practice?
1.
Understand theory and principles
2.
Use current research
3.
Cut out unnecessary or unused assessment
4.
Embed good formative practice
5.
Visit other schools
6.
Explode the myths
7.
Empower students
Kay Hawk, 2006
Risks and Rewards of EBP?

For students?

For teachers?

For schools?
Good News

range of effective tools

good research on what makes a difference

MOE assessment contracts


Cluster initiatives to help bridge the
educational islands
NCEA systems which allows flexibility
Kay Hawk, 2006
A final thought:
Earl, L. (2006)
Evidence-based Practice (EBP)
– an introduction

What is EBP?

Where has EBP come from (and why)?

Risks and Rewards of EBP?
References:

Atkin, J., (2004). Reassessing assessment: Beyond benchmarking the benchmarks: NavCon 2k4 Conference

Earl, L., (2006). Rethinking classroom assessment with purpose in mind: Aporia Consulting Ltd. OISE/UT

Hammersley, M., (2001). Some questions about evidence-based practice in education: Annual Conference of the British
Educational Research Association

Hawk, K., (2006). Assessment in 2006: What? and how?: ULearn06 Conference

Ministry of Education. (n.d.) Consider the evidence. Retrieved from http://www.tki.org.nz/r/governance/consider/index_e.php

Ministry of Education. (2003) Planning for better student outcomes. Retrieved from
http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/PrimarySecondary/SchoolOpsPlanningReporting/PlanningB
etterStudentOutcomesSept2003.pdf