This report evaluates the efficacy of a digital feedback programme designed to maximise the impact of teachers' feedback on pupil outcome.
Oct 1, 2019
Sonia Ilie is a research leader in education at RAND Europe, where she leads evaluations of educational programmes looking to address socio-economic gaps in school attainment. Her responsibilities include providing leadership and developing research designs for experimental, quasi-experimental, and survey-based research projects, and providing statistical analysis advice and guidance for randomised controlled trials and other large-scale evaluations in education.
She holds a concurrent appointment at the Faculty of Education, University of Cambridge, as senior research fellow, where she studies educational inequality and leads a programme of research evaluating educational interventions seeking to improve access, participation, and outcomes in higher education.
She has published widely on inequality in education using large-scale survey and administrative data and has extensive experience undertaking quantitative and mixed-methods research that addresses policy questions, as well as teaching advanced applied statistical methods.
Alex Sutherland, Miriam Broeks, Megan Sim, Elena Brown, Eleftheria Iakovidou, Sonia Ilie, Hannes Jarke, Julie Belanger, Digital Feedback in Primary Maths - Evaluation Report, Education Endowment Foundation, 2019
Vermunt, J.D., Ilie, S., & Vignoles, A., "Building the foundations for measuring learning gain in higher education: a conceptual framework and measurement instrument," Higher Education Pedagogies, 3(1), 2018
Ilie, S., Sutherland, A., & Vignoles, A., "Revisiting Free School Meal eligibility as a proxy for pupil socio-economic deprivation.," British Educational Research Journal, 43(2), 2017
Rose, P. M., Sabates, R., Alcott, B. M., & Ilie, S., Overcoming inequalities within countries to achieve global convergence in learning., Education Commission, 2017
Ilie, S. & Rose, P., "Is equal access to higher education in South Asia and sub-Saharan Africa achievable by 2030?" Higher Education, (72), 2016
Hoskins, K. & Ilie, S. "Widening Participation to Underrepresented and Disadvantaged Students: Social Identity and the Barriers to Higher Education Access in England," in Shah, M. & Whiteford, G. (Eds.) , Bridges, Pathways and Transitions: International Innovations in Widening Participation, Chandos/Elsevier, 2016
Howe, C., Ilie, S., Guardia, P., Hofmann, R., Mercer, N. & Riga, F., "Principled improvement in science: Forces and proportional relations in early secondary-school teaching. ," International Journal of Science Education, 37(1), 2015