The story Chasing the Rainbow opens with the narrator expressing his dislike for learning to read and write. Do you
think education affects how we think about and evaluate people around us in society? How can education help us to get rid ourselves of prejudices? class 8 english
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What is impact?
Impact is the effect that one action or event has on another action or event. Impact can be positive, negative or neutral. For example, research by John Hattie shows that good-quality feedback can have a positive impact on student learning, but retention (keeping students back a year) can have a negative impact on student achievement. In education, people are increasingly asking about the impact of teaching on learning, or the impact of a new resource or strategy on student outcomes. Teachers want to know that both new initiatives and current practices are worthwhile.
When talking about impact, we need to be clear about two things.
1) Impact of what?
2) Impact on what?
This is important when reading other people’s research and also when we do our own enqueiries (see the section on research evidence for more information). Here are two examples for each of these two questions.
To be able to evaluate impact, we need to know where we are starting from. For this we need baseline data. From this starting point, we can evaluate learners’ progress and the impact of our teaching or a specific intervention (see the diagram above for examples). It is also useful as evidence to justify why we want to evaluate a particular area of teaching practice. For example, we may find that baseline data from student interviews shows that they struggle to explain the method of learning they find most effective, so this is an area of practice you are interested in developing.
Baseline data can take many forms. It might be quantitative (number-based), such as:
previous exam results;
test scores at the start of a topic or course;
previous attendance data;
how often a student contributes in class; or
the number of words read out loud in a minute.
It might also be qualitative (word-based or visual), such as:
interview data;
notes from a lesson observation; or
examples of student work.
The data you use as your starting point will depend on what you want to evaluate the impact of and on. In education, we look for practices that have a positive impact on learner outcomes in some way.
This might include:
learning (a change in how learners think about a topic, and how they gain skills and knowledge and develop values);
attainment (the level learners reach in an assessment); and
achievement (the progress a learner makes in relation to where they started from).
Evaluating non-academic evidence, such as attendance data, might also be a good indicator of academic issues. For instance, if learners are struggling in a particular subject or year group, attendance might fall in that area.
You may also evaluate the impact of your pastoral or extra-curricular work, perhaps looking at outcomes such as improved school attendance for girls or improved interpersonal skills among students, which increases their confidence. You might even look at the effect of an academic intervention on a non-academic issue. For instance, you might want to look at whether a new homework policy has an effect on students’ well being.
We can evaluate impact over a range of timescales. For example, you can evaluate changes in learning immediately after a lesson, but also after a month or even longer, to see if new ideas have become firmly established. Sometimes we need to evaluate quickly, because we want the result to help our short-term planning. But some initiatives can only be fully evaluated over the long term. For example, a new classroom activity might get good results at first because it is different and students are more likely to get involved. But over time, when learners have got used to the idea, there might be less evidence of a positive impact. Or, the impact of a joint pastoral and academic programme designed to get learners more involved might show few results in the short term, with a positive impact only evident after a year or more.