[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-620122-105":59,"doc-detail-620122-en":124},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":117,"head_meta":119,"extra_data":121,"updated_unix":123},105,"en","edtech-evidence-board-call-for-evidence-response","EdTech Evidence Board - call for evidence response","","EdTech products and AI-enabled learning tools should be evaluated through rigorous, education-relevant evidence aligned with teaching needs, digital pedagogy, and learners’ digital competencies. Quality can be assessed using the 5Es: effectiveness, efficacy, equity, ethics, and environment, supported by clear, replicable testing. Impact evidence should prioritize student attainment and progress, engagement, SEND progress, teacher workload, and data-informed decisions. For AI, benchmarks must reflect real capability using standardised quality assurance rather than cherry-picked, non-transparent tests.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/edtech-evidence-board-call-for-evidence-response/620122/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Valentina","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-20",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"How should EdTech quality be defined and measured?","Question",{"text":106,"@type":107},"EdTech quality should be defined by how well products support the education setting where they are deployed, including digital pedagogy, digital competencies, and a research-and-evidence-based design approach.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"What is the 5Es framework used for?",{"text":111,"@type":107},"The 5Es framework helps consider wider impacts of an EdTech product: effectiveness, efficacy, equity, ethics, and environment, each focusing on different evidence areas.",{"name":113,"@type":104,"acceptedAnswer":114},"What evidence should be used to assess EdTech impact on teaching and learning?",{"text":115,"@type":107},"Overall student attainment and progress should be the primary evidence, with additional metrics such as engagement and attitudes, SEND progress, teacher workload reduction, and data-driven decision making.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},620122,1792463682,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":24},13056703020460,"https://ap-avatar.wpscdn.com/avatar/be000253dac470eee5d?_k=1778207105932848923","EdTech Evidence Board – call for evidence response\nAQA is an independent education charity, providing high quality assessments that are fair, reliable, and support students in their educational journey. Our qualification expertise dates to 1903, when our predecessor boards were founded by five leading universities. Today, we're the largest provider of academic qualifications taught in schools and colleges. We set and mark the papers for over half of all GCSEs and A-levels taken every year. But exams are only part of the story – we also make sure the content of our qualifications support great teaching.\nOur qualifications are designed to suit a range of abilities and include GCSEs, AS and A-levels, the Extended Project Qualification and Technical Awards. Our qualifications are internationally recognised and taught in more than 40 countries around the world and they're highly valued by employers and universities.\nHow might we define, evidence or measure ‘quality’ in terms of EdTech?\nEdTech products must ultimately meet the needs of the education setting in which they are being deployed. This includes supporting digital pedagogy (being clear on how technology is adopted to support the methods and practices of teaching, for example through interactivity and personalised learning), allowing learners and teachers to develop digital competencies hence preparing them for the ‘digital world’, and adopting a research and evidence-based approach in their design.\nFollowing the 5Es may be a helpful starting point for those wishing to consider the wider impacts of a given EdTech product – effectiveness, efficacy, equity, ethics and environment. While effectiveness checks if the solution could work and is replicable or scalable given varying learning contexts such as differences in curricula, efficacy focuses on whether the solution is actually seen to work in the real world. Measuring equity involves inclusivity of the product and ethics checks how well it follows legal, human rights and data laws and regulations. The environment metric measures how green, eco-friendly and sustainable the product is.\nIn addition, what’s needed for EdTech products leveraging AI technology is a framework that assesses machines like we assess people – so quality would be defined in terms of the knowledge, skills and capabilities we expect the AI to have. For humans, we use standardised tests and assessments that follow rigorous quality assurance processes to certify what they can do. For example, we use highly regulated GCSE Maths exams to assess someone's level of maths. But we don't do that for AI.\nIn fact, AI companies often use non-standard benchmarks, developed by non-specialists and with limited and opaque quality assurance mechanisms, to make claims about their systems' capabilities. Or they repurpose tests made for people to then claim that the AI achieved mastery in a given domain. But these claims are misleading based on cherry-picked evidence, not rigorous testing. AI-powered EdTech tools should be subjected to rigorous testing – as people are.\nWhat types of evidence might be useful in determining the impact (or potential impact) of EdTech products on teaching and learning?\nThe primary evidence that should be used to measure the impact of EdTech products on teaching and learning is overall student attainment and progress. Other key metrics might include:\nTime saved such as in communication, curriculum planning and resourcing, assessments and marking\nStudents’ engagement with and attitudes towards their learning and progress such as attendance, homework completion rates, measuring effort, etc\nSEND students’ progress with tools aimed at improving access to the curriculum\nTeacher workload reduction such as with videoconference parents’ evenings, liaising with external agencies and stakeholders\nData-driven decision making that supports agile curricula to maximise the effectiveness of teaching and learning\nWhat does the research say?\nAQA analysis of the ","cbCaic1lA2vzjUDG","https://ap.wps.com/l/cbCaic1lA2vzjUDG","docx",54741,"English","# Quality in EdTech\n## Defining, evidencing, and measuring quality\n## The 5Es framework\n# AI and evidence-based testing\n## Why AI needs standardised quality assurance\n# Evidence for impact on teaching and learning\n## Primary metrics for impact\n## Additional metrics\n# Research findings and implications\n## Teacher digital fluency and assessment data use\n## Learning analytics dashboards and learning theory\n## Safety, safeguarding, and generative AI\n## AQA’s EdTech implementation","[{\"question\":\"How should EdTech quality be defined and measured?\",\"answer\":\"EdTech quality should be defined by how well products support the education setting where they are deployed, including digital pedagogy, digital competencies, and a research-and-evidence-based design approach.\"},{\"question\":\"What is the 5Es framework used for?\",\"answer\":\"The 5Es framework helps consider wider impacts of an EdTech product: effectiveness, efficacy, equity, ethics, and environment, each focusing on different evidence areas.\"},{\"question\":\"What evidence should be used to assess EdTech impact on teaching and learning?\",\"answer\":\"Overall student attainment and progress should be the primary evidence, with additional metrics such as engagement and attitudes, SEND progress, teacher workload reduction, and data-driven decision making.\"}]","EdTech Evidence Board - call for evidence response | DOCX"]