Neuro Educational Confidence Diagnostic
Your Custom Benchmark Report
Welcome
Thank you for taking the Neuro Educational Confidence Diagnostic!
This benchmark report was prepared for you by the Center for Transformative Teaching & Learning (CTTL) on 25 May, 2021. It compares results from 3,519 educators worldwide who have completed the same survey. The Neuro Educational Confidence Diagnostic measures the following areas:
- Influence: my belief that I can help bring positive change
- My self-reported knowledge of the science of learning, and confidence in applying it in the classroom.
- An evaluation of my knowledge and confidence to apply the science of learning.
It is based on extensive research, which you can read more about below.
Your results
Influence
Your influence score measures the belief I can influence positive change in ways that will help my students. It ranges from 0 to 10 and the average for all educators is 8.8. Your influence score was slightly higher at 8.9.
Your influence score is high – you believe you have the potential to influence positive change.
But how do I do this? A good place to start is with learning about some of the research informed strategies for teaching and learning. Then work as a team with other educators to identify some collective next steps like a workshop, hosting a book study, participating in an online program.
Knowledge and Confidence
Education is an art and a science. Your day-to-day secret sauce matters, but so does having an up to date knowledge of the science of teaching and learning.
During the survey we asked you to evaluate your MBE (Mind Brain Education) knowledge of how the brain learns on a scale from 0 to 10. We also asked about your confidence in applying this knowledge in the classroom with students on the same scale. Here is how your responses compare with other educators.
Measured NECI Score
Knowledge is most useful when we have the confidence to apply it in real life. We, therefore, glued together your self-reported knowledge and confidence results to calculate an overall self-reported knowledge and confidence score out of 100.
We then calculated a measured knowledge and confidence score from your responses to ten questions based on the best scientific research from the last forty years on how the brain learns. This score, out of 100, is also known as your Neuro Educational Confidence Index, or NECI.
The charts below show how your self-reported score compares to your measured score.
Your self-reported knowledge and confidence score is 55 out of 100.
In reality your measured knowledge and confidence score is 24, a difference of 31 points.
Next, we will help you see where you sit compared with the wider population of educators.
Self-Reported vs. Measured NECI Score
This graphic compares your self-reported and measured MBE knowledge and confidence scores, overlaid on a heatmap of the 3,519 previous survey respondents. We hope it helps you see where you sit compared with the wider population.
Although we all strive to be in the upper-right quadrant, with high knowledge and confidence that we have the best toolbox of strategies out there, no matter where we currently stand there are simple next steps to help us be the best educator we can be.
You can also see average results from other educators with 16-20 years of experience and who reported a role as Math.
Your scores put you in the top left quadrant: Need more MBE knowledge. My measured score is not as high as I think.
I need to build my knowledge of research informed teaching and learning strategies, and my ability to use them in my own class or school.
Component details
Your responses were also scored for four key education components. The charts below highlight where you sit relative to 3,519 other educators. Once again, E represents the position of other educators with similar experience and R represents other educators in the role you provided.
Recommendations
The graphs below summarize your four MBE component scores. Wherever you currently sit, we offer you some suggestions for pathways forwards.
Summary scores
Path forward
Based on these findings we recommend:
Suggestion 1 - Greatest Impact: Learn how to add research-informed teaching and learning strategies into your class with Neuroteach Pedagogy & Assessment track, the area in which you are currently weakest.
Suggestion 2 - Smoothest Start: Review, expand, and deepen your repertoire of strategies in Neuroteach Learning Environments track, your strongest area.
Alternatively, read articles and books on Mind, Brain and Education, attend workshops, create a book study group at your school, or find a self-study course. For more information, webinars, learning experiences, and suggested readings on research informed teaching and learning practices, visit the CTTL’s website: https://www.thecttl.org/.
Learn more
Center for Transformative Teaching & Learning (CTTL)
The CTTL’s mission is to create and innovate in the field of Mind, Brain, and Education Science research to allow teachers to maximize their effectiveness and students to achieve their highest potential.
Our vision is a world where every teacher understands how every student’s brain learns.
Please visit https://www.thecttl.org/ for more information.
Related Research
Below is related research on Mind, Brain, and Education. Additional resources can be found in our research library.
G. Hinton, C., Fischer, K., & Glennon, C. (2012). Mind, Brain, and Education: The Student at the Center Series. Mind, Brain, and Education, March, 2012.
Macdonald, K., Germine, L., Anderson, A., Christodoulou, J., & McGrath, L. M. (2017). Dispelling the Myth: Training in Education or Neuroscience Decreases but Does Not Eliminate Beliefs in Neuromyths. Frontiers in Psychology, 8.
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58.
Brown, P. C., III, H. L. R., & McDaniel, M. A. (2014). Make It Stick: The Science of Successful Learning. Belknap Press: An Imprint of Harvard University Press.
Shonkoff, J. P., Garner, A. S., The Committee on Psychosocial Aspects of Child and Family Health. (2012). The Lifelong Effects of Early Childhood Adversity and Toxic Stress. Pediatrics, 129(1), e232–e246.
Pope, D., Brown, M., & Miles, S. (2015). Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids. John Wiley & Sons.
American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning.
Wiliam, D. (2017). Embedded Formative Assessment. Solution Tree Press.
Zelazo, P.D., Blair, C.B., and Willoughby, M.T. (2016). Executive Function: Implications for Education (NCER 2017-2000) Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
Quigley, A., Muijs D., & Stringer E. (2019). Metacognition and Self-Regulated Learning Guidance Report. Education Endowment Foundation.