Educave research
A self-assessment for school and trust leaders

The Common Good Test

Fifteen questions. Six minutes. No email required to see your result.

This instrument comes from Education in the Age of the Builder.

Download PDF — a printable copy to run with your team offline.

Before you start: the tenancy test

If we closed our most used edtech vendor accounts tomorrow, could we still access student data, deliver curriculum, communicate with parents, process admissions and run operations?

Principle One
Purpose and directionality
We have stated two or three improvement missions for this year, in terms specific enough to be proved wrong.
Every technology subscription is attached to a stated contribution to one of those missions, and can be cancelled when it is not making one.
Renewal is an active decision requiring evidence, rather than the default outcome of an unexamined direct debit.
Principle Two
Co-creation and participation
Teachers shaped how our systems capture their practice, rather than absorbing fields chosen by someone outside the classroom.
No tool in our estate requires staff to enter data in order to receive an insight.
Local governors see spend, usage, implementation progress and outcomes for their own school, rather than receiving a curated summary.
Principle Three
Transparency and accountability
A named human reviews, edits and approves every model output before it enters a pupil record.
Our systems state their confidence and flag what they could not see, in the output itself rather than in a footnote.
A governor can ask an unscheduled question and receive an answer with its provenance attached, without a member of staff assembling it by hand.
Principle Four
Access for all and reward-sharing
High-evidence provision, including tutoring, reaches our pupils by need rather than by what their families can pay.
We can say whether our AI tools are narrowing or widening the gap between our highest and lowest attainers.
Where our data improves a supplier's product, our terms reflect that contribution.
Principle Five
Collective learning and knowledge-sharing
We capture a baseline before adopting a tool, rather than reconstructing one afterwards.
We record cost alongside effect for every intervention we evaluate.
We publish what we learn, including null and negative results, in a form a neighbouring school could act on.
0 of 15 answered. Unanswered questions score zero.