Evidence-based refers to any concept or strategy that is derived from or informed by objective evidence—most commonly, educational research or metrics of school, teacher, and student performance
Evidenced-based strategies are those “effective educational strategies supported by evidence and research”. This means that whenever possible, the educational interventions being used must be strongly supported by evidence from well-conducted research studies.
Evidence-based teaching: teaching practice or school-level approaches that are based upon the results of evidence about interventions or strategies that are effective in helping pupils to progress.
At present, many practices and guidance in education are not evidence based as many of research findings are contradictory. To overcome this, researchers use meta-analysis. Meta-analysis reveals that there are key components in the learning environments that yield successful learning outcomes. The best known of these meta-analysis is that undertaken by Professor John Hattie from New Zealand, Professor Robert Marzano in the USA, and Professor Steve Higgins (the Education Endowment Foundation (EEF) in UK.
John Hattie, one of the foremost experts on effective teaching, has amassed a database of research on the classroom factors and teaching methods that improve student learning, and quantifying the effect they have. Hattie compiled 800 meta-analyses of more than 52,000 studies of 240 million students to rank the effectiveness of different teaching practices. Hattie distils his research into a simple proposition for teachers – “know the impact”.
According to John Hattie, high-impact, evidence-based teaching strategies include: