Browse the AERO collection

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

This checklist focuses on formative assessment. It is a list of practical steps you can take to support the implementation of an evidence-based practice in your setting.

This rubric outlines a set of capabilities to do with the evidence-based practice of formative assessment.

This handbook contains a collection of AERO's foundational classroom management practices.

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.

This article explores some of the factors shown to impact school staff’s readiness for change and recommends 4 promising approaches.

AERO has partnered with the National Outside School Hours Services Alliance (NOSHSA) to support continuity of learning and development for school-aged children as they move between out of school hours care (OSHC) services and school.

There is broad consensus in the research community that certain practices such as formative assessment and explicit instruction improve student outcomes. But these practices are often complex and hard to implement, involving many different elements.

Evidence-based intentional teaching can help educators and teachers progress and support children’s learning. It is also important for educators and teachers to incorporate the intentionality of children and their families into their planning for children’s learning.

This tool is designed to help teachers, educators and leaders use evidence to make decisions about a new or existing practice or program based on AERO’s Standards of Evidence.

This resource is part of a series of 8 practice resources for play-based learning and intentionality in ECEC. Each resource is aligned with the Principles of the Early Years Learning Framework (EYLF V2.0).