Evidence abounds to help with COVID catch-up

Description

COVID-19’s impact not only varies based on complex educational, social, demographic, and economic factors, but conflicting evidence and reports of impact abound. Classroom educators involved in these tutoring initiatives must make context-specific decisions about how best to respond to the learning needs of students as they return from remote learning. Drawing on a variety of sources and types of evidence to understand how complex and diverse factors might have affected student learning, teachers then have to determine the most appropriate response. They need to be confident, capable and supported to use evidence to address the effects of the pandemic. In 2020, we surveyed 492 educators from 414 schools across Victoria, NSW, Queensland and SA about their use of evidence, focusing in particular on research-based evidence.