POLICY AND PRACTICE Making it work


In search of feasible fi delity


When deciding whether to adopt an evidence-based approach educators should weigh the costs and benefi ts, explains David Andrews, and be prepared to implement it with fi delity


day-to-day educational experiences of pupils. Nonetheless, the growth of implementing our most scientifi cally proven, evidence-based approaches continues to lag behind other efforts to use data in making educational decisions.


Educational researchers


David Andrews speaking at the Inaugural IEE Conference last year. This article is an adaptation of the speech he gave.


EDUCATORS WHO REMAIN UNAWARE of the need to make data-driven decisions and adopt evidence-based practices to improve pupil learning either live in severe isolation, or choose to ignore the call. The call for the use of data-driven decisions and the implementation of evidence-based practices in education permeates universities, government, professional associations, and both the state and private sectors of education.


The consistent message regarding the


importance of using data to improve pupil outcomes has led to a noted increase in formal testing (summative assessments) and associated accountability measures in schools. There are also promising increases in the use of ongoing assessments (formative) solely used to improve the


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are working diligently to develop, scientifi cally evaluate, and refi ne, evidence-based approaches to maximise pupil learning. The result is a growing list of evidence-based approaches which are described and documented in repositories like the Best Evidence Encyclopaedia (BEE) website. Given that most educators are passionate about pupils’ learning, one might assume that teachers and management teams queue


up in droves to implement the most evidence- based strategies and programmes. Intuitively, educators worthy of their chalk would clamour to use “what works”. In reality, the movement towards sustained adoption of evidence-


the approach exactly as it was developed and tested. Without fi delity, there are no assurances that expected outcomes will be achieved.


Adopting and implementing an evidence-based approach requires faith in the presented evidence, followed by a commitment to the appropriate implementation fi delity. Understanding the depth of the commitment required will determine whether or not the approach “works” in specifi c settings for specifi c educators and their pupils. Consequently, educators must evaluate the feasibility of the fi delity that is required to get the desired outcome. This may appear a daunting task, but can be approached systematically in a series of considerations for choosing and sustaining a specifi c evidence-based approach.


Choosing to adopt


The choice to adopt an evidence-based approach begins with a cost-benefi t analysis. A series of questions should be asked by anyone considering adoption, and these are included in the table. Some costs and benefi ts are direct and some are indirect. Cost includes everything that is required to get a positive outcome. Typical and obvious direct costs are related to materials, training, and personnel. These costs are easy to estimate and are usually available from those who market a given evidence-based opportunity. There are, however, other less direct costs associated with implementing any new approach. These


The movement towards sustained adoption of evidence- based approaches cannot be described as a stampede towards better outcomes


based approaches cannot be described as a stampede towards better outcomes. One reason for the slow, and perhaps unexplainable, reluctance to adopt evidence-based approaches is an incomplete understanding of what is required to adopt and implement these approaches with fi delity. Fidelity means implementing


Better: Evidence-based Education winter 2012


costs include less direct time commitments, cost to culture and climate, and various unanticipated supports. Educators who are considering whether or not a specifi c evidence-based approach “will work” for their situation must be aware of both the direct and indirect costs associated with adoption. Failing to understand and commit


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