STEER is developing CAS Tracking. CAS Tracking will improve students' learning in the classroom by signposting their ability to steer.
Steering cognition has been consistently shown to contribute up to 15% of academic outcomes over and above the influence of general intelligence. Unlike a student's CAT score, steering cognition can be improved by signposting students' steering in the classroom.
Steering cognition is the ability a student has to use the optimal learning strategies for the task in hand. Students who can steer can adjust the learning strategy they use when faced with different tasks across the curriculum. Poor student steering cognition lowers academic outcomes like a poor driver who drives too fast, misses signposts and arrives at the wrong destination.
CAS Tracking has been developed to help teachers signpost their students about when and how to use the appropriate learning strategies for the learning tasks in the classroom.
Our studies have show that students who can steer are more effective learners.*
Schools' academic results are only partially a result of their student's general intelligence. On average, this is around 55%
An additional 15% of schools' academic results is due to the quality of their classroom signposting
Schools which improve their classroom signposting can improve their academic results.
Information for schools
The new CAS Tracking programme will be launched in UK schools in 2018. For information please contact us.
- In a series of investigations across 25 UK secondary schools between 2012-15, results showed that steering cognition consistently contributed a unique component of around 15% to academic outcomes over and above algorithmic cognitive ability, as measured by standardised IQ tests. In the studies, steering cognition enabled a student’s attention to be steered and regulated optimally for the demands of different curriculum tasks.
Unlike algorithmic cognition, steering cognition can both be trained and improved in students (Walker 2014) and is directly affected by the quality of the teaching environment that a school provides.