Know the starting point
Define comparison, current practice and existing inequalities before intervention.
EVIDENCE / NOT ASSERTION
Prove the value.
Expose the limits.
Evaluation should establish what changes, for whom, at what cost—and whether any benefit is strong enough to justify the workload, risk and opportunity cost.
Start with the questionsTHE PRIMARY QUESTIONS
Does it deepen learning?
Does it widen possibility?
Does purposeful challenge strengthen—not distract from—subject knowledge? Does My Space improve continuity and agency? Are benefits equitable? What conditions, costs and professional learning are required?
PROPOSED MEASUREMENT FRAME
More than attainment.
Never less than rigour.
| Domain | Questions and possible indicators | Evidence sources |
|---|---|---|
| Knowledge | Retention, transfer and quality of disciplinary thinking | Assessment, work samples, interviews and moderated evidence |
| Agency | Can learners explain choices, strengths, needs and next questions? | Learner voice, reflection and observed decision-making |
| Belonging | Do learners feel known, included and able to contribute? | Validated surveys, dialogue and participation patterns |
| Progression | Are transitions sustained and horizons widened? | Destination data, continuity measures and longitudinal follow-up |
| Equity | Who participates, benefits, is burdened or excluded? | Disaggregated data and focused qualitative research |
| System value | Is collaboration better, affordable and sustainable? | Cost, workload, network and implementation evidence |
EVALUATION PRINCIPLES
Useful evidence.
Honest learning.
Avoid easy causation claims
Test plausible contribution and alternative explanations in a complex regional system.
Learn during delivery
Use rapid learning loops without compromising independent summative judgement.
TRUST IS DESIGNED
Safeguards belong at the centre.
See the public commitments that should govern privacy, accessibility, safeguarding and responsible AI.
Responsible and trusted