Browse the AERO collection

This report outlines findings from a desktop review of 'what works' for evidence intermediaries and the barriers and enablers to implementing evidence in education.

This checklist is a list of practical steps teachers can take to support the adoption of the evidence-based practice formative assessment in their setting.

This example comes from a Year 7 English class where a formative assessment task was to gather data about students’ writing and interpretive skills.

Our experiences in the early years shape the developing brain, laying foundations for lifelong learning and resilience.

What does evidence look like in an early childhood education and care setting? We’ve spoken to some educators and teachers to explore the many different types of evidence they use in their practice.  

Danielle Toon, Co-Director of Evidence for Learning (E4L), shares insights and learnings from the Getting Evidence Moving in Schools (GEMS) project to help improve the use of research evidence in schools.

Jen Jackson, Early Childhood Program Director, Centre for Policy Development, and Associate Professor of Education Policy at the Mitchell Institute at Victoria University, explores evidence use in early childhood education and care.

Learn more about the difference between evidence and research and why evidence is important in education.

AERO recommends several resources to help educators and teachers better understand what the research says and how to make decisions about its rigour and relevance.

This guide outlines key practices for using formative assessment in the classroom.