Education Endowment Foundation:Learner Response System

Learner Response System

Edge Hill University
Implementation cost
Evidence strength
Impact (months)
0
months
Independent Evaluator
The Institute of Education
The Institute of Education logo
Testing the impact of hand-held devices on improving classroom feedback and pupil attainment.
Pupils: 6500 Schools: 97 Grant: £1,013,991
Key Stage: 1 Duration: 4 year(s) 9 month(s) Type of Trial: Effectiveness Trial
Completed Nov 2017

A Learner Response System (LRS) is a classroom feedback tool. Teachers and pupils use electronic handheld devices to provide immediate feedback during lessons. Pupils can respond instantaneously to a teacher question using the device, or work through problems individually, with answers and feedback provided at a tailored speed. This trial used Promethean handsets and software.

Responsive high quality feedback is recognised as an essential element of the teaching and learning process. But embedding continuous feedback in standard practice can be challenging, and some popular approaches such as triple impact marking have been criticised for their impact on teacher workload. In this environment, Learner Response Systems are becoming increasingly popular.

We tested a Learner Response System using Promethean handsets to assess whether it could improve pupil outcomes by increasing the speed and quality of teacher and pupil feedback

This robust evaluation found no evidence that Key Stage 2 results in maths and reading were improved for children using the system for 2 years

Teacher and pupil views of the system were generally very positive however. Overall, teachers liked being able to immediately review pupil responses and give instant feedback, and felt that the LRS helped to engage pupils and allowed them to work at their own pace. Some pupils and teachers reported that the system did not provide enough opportunity for children to show their working’, making it hard for teachers to identify sources of error, and sometimes resulting in negative feedback when a pupil got everything right apart from the precise detail of the final answer

The intervention was variably implemented, with a number of teachers not meeting the weekly targets for usage. Reasons given for this included staffing issues, lack of time, and the inability to use the system to its full potential. However, even in schools with high usage, the analysis did not find evidence of an impact

Scope
Project type:Effectiveness Trial
Key stage:Key Stage 2
Subject:Literacy
Implementation
Delivered by:Teachers
Participant group:Whole Class
Intervention length:2
Cost
Cost per pupil:£77
No. of Teachers/​TAs:All Year 5/6 teachers
Staff training duration:9