New guidance report published: how to develop pupils’ metacognitive skills
The EEF has published its latest guidance report, designed to support teachers in changing their classroom practice to improve their pupils’ metacognitive skills – in short, their ability to plan, monitor and evaluate their own academic progress so they become better at learning and studying.
Evidence suggests the use of ‘metacognitive strategies’ – which get pupils to think about their own learning - can be worth the equivalent of an additional +7 months’ progress when used well. However, while the potential impact of these approaches is very high, particularly for disadvantaged pupils, less is known about how to apply them effectively in the classroom.
Continuing Professional Development
To be published in 2021
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New episode of ‘Evidence into Action’ – ‘Cognitive Science in the Classroom’
Support for the design and early formative evaluation of new evidence-based programmes
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EEF comments on delivering Year 1 of the National Tutoring Programme Tuition Partners (2020-21)
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Year 5 science assessment
The Year 5 Science Assessment is a measure of Year 5 scientific ability, intended for pupils at the end of Year 5.
NTP year 1 evaluation
How we'll assess the impact of NTP Tuition Partners.
National Tutoring Programme Tuition Partners: Year 1 (2020-21) resources
EEF publishes new findings from reach and engagement evaluation
EEF commissioned evaluations of Read Write Inc. Phonics and Fresh Start
EEF Blog: Implementing cognitive science strategies in the classroom
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EEF publishes two new evaluation reports
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New episode of ‘Evidence into Action’ – ‘Teacher Feedback to Improve Pupil Learning’
EEF Blog: Integrating evidence into mathematics teaching – Focus on feedback
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EEF Blog: New case studies - Making effective use of diagnostic assessment
EEF Blog: ECF– Exploring the Evidence: Prior knowledge and Pupil Misconceptions
EEF Blog: Three keys to unlocking positive learning behaviours
Kirsten Mould explains how schools might tackle the implementation challenge of building effective learning behaviours.
EEF Blog: ECF – Exploring the Evidence: ‘Adaptive Teaching’ and Effective Diagnostic Assessment
EEF publishes findings from ‘Big Lockdown-Learning Parent Survey’
New EEF podcast: Developing Oral Language
EEF Blog: Integrating evidence into mathematics teaching – Guiding problem solving
EEF Blog: Phonics - mastering the basics of reading
EEF Blog: Assess, adjust, adapt – what does adaptive teaching mean to you?
EEF publishes new research on the impact of the pandemic on Key Stage 1 pupils’ attainment
EEF Blog: New ‘Voices from the classroom’ - Delivering feedback after exam practice
EEF Blog: Teaching reading - Embedding comprehension strategies
EEF publishes findings from systematic review of attainment measures
EEF Blog: Integrating evidence into mathematics teaching – Making use of manipulatives
How to use the Attainment Measures Database
Young Children’s Achievement Test – Second Edition
York Assessment of Reading for Comprehension – Secondary Set
York Assessment of Reading for Comprehension – Early Years Set
York Assessment of Reading for Comprehenion: Primary
Woodcock Reading Mastery Tests – Third Edition
Writing Assessment Tasks
Wide Range Achievement Test – Fifth Edition
Wide Range Achievement Test – Fourth Edition
Wide Range Achievement Test – Expanded
Word Recognition and Phonic Skills Test
The WORD Test 3 – Elementary
The WORD Test 2 – Adolescent
Woodcock-Muñoz Language Survey
Word Identification and Spelling Test
Wechsler Intelligence Scale for Children – Fourth UK Edition
Wechsler Individual Achievement Test – Third Edition
Wechsler Individual Achievement Test – Second UK Edition for Teachers
Wechsler Individual Achievement Test – Second UK Edition
White Rose Maths
Collins Maths Progress Tests for White Rose (Year 1–6/P2–7)
Writing Assessment Measure
Test of Written Spelling – Fifth Edition
Tutors’ Guild Year Six Mathematics Tutor Assessment Pack
Tutors’ Guild Year Six English Tutor Assessment Pack
Tutors’ Guild Edexcel GCSE (9-1) Mathematics Tutor Assessment Pack
Tutors’ Guild Edexcel GCSE (9-1) English Language Tutor Assessment Pack
Tutors’ Guild AQA GCSE (9-1) Mathematics Tutor Assessment Pack
Tutors’ Guild AQA GCSE (9-1) English Language Tutor Assessment Pack
The Trouble with Maths
More Trouble with Maths
Test of Written Language – Fourth Edition
Test of Silent Word Reading Fluency – Second Edition
Test of Silent Reading Efficiency and Comprehension
Test of Silent Contextual Reading Fluency – Second Edition
Test of Reading Comprehension – Fourth Edition
Test of Phonological Awareness – Second Edition: Plus
Test of Mathematical Abilities – Third Edition
Test of Orthographic Competence
Test of Adolescent and Adult Language – Fourth Edition
Test of Irregular Word Reading Efficiency
The Shanghai Maths Project – Practice Books For the English National Curriculum (Years 7–10)
Test of Early Written Language – Third Edition
Test of Early Reading Ability – Fourth Edition
Test of Early Mathematics Ability – Third Edition
Single Word Spelling Test
Single Word Reading Test
Spot the Word – Second Edition
Stanford-Binet Intelligence Scales – Fifth Edition
Stanford-Binet Intelligence Scales – Fifth Edition for Early Childhood
Social Skills Improvement System Rating Scales
Social Skills Improvement System Performance Screening Guide
Social Skills Improvement System Classwide Intervention Program
Snap Science – Years 1–6
Sigma Science Assessment
Shaywitz Dyslexia Screen
Symbol Digit Modalities Test
Scottish Heinemann Maths
Science Knowledge Questionnaire Year 4 (Pre-test) and Year 5 (Post-test)
Science Assessment Series 1 and 2 – Tailored Extracts
Screening Assessment for Gifted Elementary and Middle School Students – Third Edition
Screening Assessment for Gifted Elementary and Middle School Students – Second Edition
Metacognition and self-regulated learning
reviews the best available research to offer teachers and senior leaders practical advice on how to develop their pupils’ metacognitive skills and knowledge. The report has recommendations in seven areas and ‘myth busts’ common misconceptions teachers have about metacognition.
For example, some teachers think they need to teach metacognitive approaches in ‘learning to learn’ or ‘thinking skills’ sessions. But the report warns that metacognitive strategies should be taught in conjunction with specific subject content as pupils find it hard to transfer these generic tips to specific tasks.
This guidance report sits alongside the EEF’s
other guidance reports – focused on literacy, maths, effective implementation and making best use of teaching assistants – providing the basis for an overall advance towards evidence-informed school improvement.
