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Evaluation To Improve Learning by Benjamin Samuel Bloom

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1Testing For Learning : How New Approaches To Evaluation Can Improve American Schools

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2Learning Evaluation Functions To Improve Optimization By Local Search

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3Testing For Learning : How New Approaches To Evaluation Can Improve American Schools

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4ERIC ED403230: Questioning And Understanding To Improve Learning And Thinking (QUILT): The Evaluation Results. A Proposal To The National Diffusion Network (NDN), Documenting The Effectiveness Of The QUILT Professional Development Program.

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The goals of the QUILT program are to increase and sustain teacher use of classroom questioning techniques and procedures that produce higher levels of student learning and thinking, and to increase the incidence of student responses at higher levels of cognition. Educational research has established relationships between discrete questioning behaviors and student learning and thinking outcomes. Research also documents that most teachers have not incorporated effective questioning behaviors into their classroom repertoire. QUILT is intended to help teachers align their classroom questioning practices with "best practices" by supporting their change efforts over time. Local teams participate in a training-for-trainers that provides the knowledge, skills, and materials required to implement QUILT. Activities for faculty include: workshops; collegiums; observation sessions; and specified classroom applications. After one year's participation in QUILT, teachers in 13 schools showed significant gains in knowledge, understanding, and application of concepts related to effective questioning. A random sample of these teachers showed positive changes in their questioning techniques. Also, student answers to teacher questions were more often at cognitive levels above simple recall following teachers' participation in QUILT. Attachments include: the QUILT model; an annotated bibliography; a list of participants in QUILT field tests; and summaries of workshop evaluations and observation data. (ND)

“ERIC ED403230: Questioning And Understanding To Improve Learning And Thinking (QUILT): The Evaluation Results. A Proposal To The National Diffusion Network (NDN), Documenting The Effectiveness Of The QUILT Professional Development Program.” Metadata:

  • Title: ➤  ERIC ED403230: Questioning And Understanding To Improve Learning And Thinking (QUILT): The Evaluation Results. A Proposal To The National Diffusion Network (NDN), Documenting The Effectiveness Of The QUILT Professional Development Program.
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  • Language: English

“ERIC ED403230: Questioning And Understanding To Improve Learning And Thinking (QUILT): The Evaluation Results. A Proposal To The National Diffusion Network (NDN), Documenting The Effectiveness Of The QUILT Professional Development Program.” Subjects and Themes:

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5Pilot Evaluation Of The Our Skills Family Learning Programme To Improve Learning Outcomes For Children Who Have Had A Social Worker

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Pilot evaluation of Our Skills Programme for children who have had a social worker

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6To Improve Learning : An Evaluation Of Instructional Technology

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Pilot evaluation of Our Skills Programme for children who have had a social worker

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  • Title: ➤  To Improve Learning : An Evaluation Of Instructional Technology
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7ERIC ED327567: Oversight Hearing On Testing/Assessment/Evaluation To Improve Learning In Our Schools. Hearing Before The Subcommittee On Elementary, Secondary, And Vocational Education Of The Committee On Education And Labor, House Of Representatives. One Hundred First Congress, Second Session.

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This document provides statements presented at the oversight hearing on testing and assessment evaluation to improve learning in the nation's schools. Walter Haney summarizes the National Commission on Testing and Public Policy's recent report, which concluded that while well-designed and responsibly used assessment is an important source of information, there is too much national reliance on imperfect and unfair measures. Burton W. Faldet, on behalf of the Association of American Publishers, discusses test use and the importance of improving test quality. Walter E. Faithorn, Jr., representing Friends of Education, highlights the group's misgivings about test use and the misuse of standardized testing. Ramsay Selden, of the State Education Assessment Center of the Council of Chief State School Officers, indicates that better testing practices are within reach. Much of the discussion subsequent to these statements centers on the connections among test publishers, textbook publishers, and the construction of tests. Additional prepared statements, letters, and supplemental materials are included from the following persons and agencies: (1) the American Federation of Teachers; (2) the American Psychological Association; (3) the Council for Basic Education; (4) Christopher T. Cross, Office of Educational Research and Improvement; (5) Frederick H. Dietrich, the College Board; (6) Emerson J. Elliot, National Center for Education Statistics; (7) Matthew G. Martinez, Representative from California; (8) Monty Neill, National Center for Fair and Open Testing; and (9) Daniele G. Rodamar, American University. (SLD)

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  • Title: ➤  ERIC ED327567: Oversight Hearing On Testing/Assessment/Evaluation To Improve Learning In Our Schools. Hearing Before The Subcommittee On Elementary, Secondary, And Vocational Education Of The Committee On Education And Labor, House Of Representatives. One Hundred First Congress, Second Session.
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  • Language: English

“ERIC ED327567: Oversight Hearing On Testing/Assessment/Evaluation To Improve Learning In Our Schools. Hearing Before The Subcommittee On Elementary, Secondary, And Vocational Education Of The Committee On Education And Labor, House Of Representatives. One Hundred First Congress, Second Session.” Subjects and Themes:

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8To Improve Learning; An Evaluation Of Instructional Technology

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This document provides statements presented at the oversight hearing on testing and assessment evaluation to improve learning in the nation's schools. Walter Haney summarizes the National Commission on Testing and Public Policy's recent report, which concluded that while well-designed and responsibly used assessment is an important source of information, there is too much national reliance on imperfect and unfair measures. Burton W. Faldet, on behalf of the Association of American Publishers, discusses test use and the importance of improving test quality. Walter E. Faithorn, Jr., representing Friends of Education, highlights the group's misgivings about test use and the misuse of standardized testing. Ramsay Selden, of the State Education Assessment Center of the Council of Chief State School Officers, indicates that better testing practices are within reach. Much of the discussion subsequent to these statements centers on the connections among test publishers, textbook publishers, and the construction of tests. Additional prepared statements, letters, and supplemental materials are included from the following persons and agencies: (1) the American Federation of Teachers; (2) the American Psychological Association; (3) the Council for Basic Education; (4) Christopher T. Cross, Office of Educational Research and Improvement; (5) Frederick H. Dietrich, the College Board; (6) Emerson J. Elliot, National Center for Education Statistics; (7) Matthew G. Martinez, Representative from California; (8) Monty Neill, National Center for Fair and Open Testing; and (9) Daniele G. Rodamar, American University. (SLD)

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9ERIC ED503919: Using Student Data To Improve Teaching And Learning: Findings From An Evaluation Of The Formative Assessments Of Students Thinking In Reading (FAST-R) Program In Boston Elementary Schools

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Formative assessments--assessments that measure what students do and do not know, so that teachers can modify their instruction accordingly--have been widely hailed as a potential vehicle for improving student achievement. Yet little solid research evidence exists about their effectiveness, especially in reform-rich school districts. This study examines the effects of the Formative Assessments of Student Thinking in Reading (FAST-R) initiative in the Boston Public Schools system (BPS), where the use of data to improve instruction is a general priority of the school district. The study looks at changes in reading scores over time at 21 BPS schools that operated FAST-R during the 2005-2006 and 2006-2007 school years and changes at a group of comparison schools serving demographically similar students during the same period. The MDRC evaluation includes process and impact analyses. The process analysis found that teachers at the FAST-R schools who took a survey administered as part of the study reported that the professional development they received from the BPE FAST-R coaches was helpful and contributed to their understanding of data and their ability to work with students. At the same time, while the intervention was implemented as intended (it was meant to be flexible and to provide as much or as little coaching to individual schools as administrators and teachers sought), it was not very intensive; the majority of survey respondents spent only one to five hours with the FAST-R data coach during the 2006-2007 school year. Moreover, comparison school teachers who took the survey reported receiving at least as much professional development as their FAST-R counterparts, were as likely to find it useful, and spent as much or more time analyzing data, including data from other (non-FAST-R) formative assessments. The impact analysis examines the effects of FAST-R on the reading test scores of third- and fourth-graders. FAST-R's impacts on student achievement--that is, the difference that FAST-R made over and above what was going on in the comparison schools--are generally positive but not statistically significant, as measured by MCAS reading scores. In other words, these differences could have arisen by chance. Effects on another measure of student reading, the Stanford Achievement Test, are more mixed but are also not statistically significant. While FAST-R schools put in place a particular model of data utilization, other BPS schools were pursuing similar goals, and this fact, along with the intervention's lack of intensity, may have undercut the likelihood that it would generate substantial and statistically significant impacts in this evaluation. Thus, this single study in a single district is not the last word on the potential of FAST-R. Much remains to be discovered about how teachers can best learn to use data to improve their instruction and boost the achievement of their students. Following an Overview, Preface, and an Executive Summary, this report is organized into four chapters. Chapter 3 discusses the professional development activities in FAST-R and non-FAST-R schools highlighted by the findings of the principal and teacher surveys. The chapter also considers how teachers perceived the utility of the FAST-R intervention for their instructional practices. Chapter 4 describes the findings from the impact analysis of FAST-R with regard to student achievement, exploring the range of student outcomes on the MCAS and the SAT-9 reading assessments. In addition, the chapter reports on an analysis to measure the impact of FAST-R on students' ability to make inferences and find evidence while reading. Lastly, subgroup analyses to compare the effect of FAST-R on various groups of students (by, for example, gender and socioeconomic status) are discussed. Chapter 5 presents the overall conclusions that may be drawn from the study's analyses and their implications for the use of formative assessments and data-driven instruction to improve reading skills. Appended are: (1) The Analytic Model Used in the FAST-R Impact Analysis; (2) List of FAST-R and Non-FAST-R Schools; (3) Subgroup Analyses of the Effects of the FAST-R Program; and (4) Sample of FAST-R Assessment Student and Teacher Materials. (Contains 28 tables, 5 figures, and 3 boxes.)

“ERIC ED503919: Using Student Data To Improve Teaching And Learning: Findings From An Evaluation Of The Formative Assessments Of Students Thinking In Reading (FAST-R) Program In Boston Elementary Schools” Metadata:

  • Title: ➤  ERIC ED503919: Using Student Data To Improve Teaching And Learning: Findings From An Evaluation Of The Formative Assessments Of Students Thinking In Reading (FAST-R) Program In Boston Elementary Schools
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  • Language: English

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10ERIC ED379328: A Total Systems Approach To Performance Evaluation: How The School Improvement Model (SIM) Uses Evaluation To Improve Teaching And Learning.

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The School Improvement Model of teacher performance evaluation is described, and its development is traced. Original work in the late 1960s in Naperville (Illinois) and subsequent work by Iowa State University and several cooperating school districts led to the development of a model of teacher evaluation that included multiple appraisers, student feedback about teachers, formative and summative steps, a modified clinical supervision cycle, and a written agreement for improved performance in the next cycle. The model has been developed and refined in actual practice in a series of school districts and consortia since 1978. It features both curriculum assessment and feedback. Goals and standards are established, and teachers are enabled to use both in teaching. Checks on student performance are used not only for grading and evaluation of students but to describe individual learning difficulties through feedback and to prescribe specific remediation and reteaching procedures. Current work with a microcomputer-based system is proving demanding but worthwhile in pursuit of the Goals 2000 objectives. One table and four figures illustrate the discussion. (Contains 19 references.) (SLD)

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11Evaluation To Improve Learning

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The School Improvement Model of teacher performance evaluation is described, and its development is traced. Original work in the late 1960s in Naperville (Illinois) and subsequent work by Iowa State University and several cooperating school districts led to the development of a model of teacher evaluation that included multiple appraisers, student feedback about teachers, formative and summative steps, a modified clinical supervision cycle, and a written agreement for improved performance in the next cycle. The model has been developed and refined in actual practice in a series of school districts and consortia since 1978. It features both curriculum assessment and feedback. Goals and standards are established, and teachers are enabled to use both in teaching. Checks on student performance are used not only for grading and evaluation of students but to describe individual learning difficulties through feedback and to prescribe specific remediation and reteaching procedures. Current work with a microcomputer-based system is proving demanding but worthwhile in pursuit of the Goals 2000 objectives. One table and four figures illustrate the discussion. (Contains 19 references.) (SLD)

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  • Title: Evaluation To Improve Learning
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  • Language: English

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12ERIC EJ1140089: Developing Model Assesement For Learning (AFL) To Improve Quality And Evaluation In Pragmatic Course In IAIN Surakarta

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The research objective is to develop a model of Assessment for Learning (AFL) in Pragmatic course in IAIN Surakarta. The research problems are as follows: How did the lecturer develop a model of AFL? What was the form of assessment information used as the model of AFL? How was the results of the implementation of the model of assessment. The method used in this study is Research, Development and Diffusion. There were three steps activities in this model. "The first" step, the researcher done the activities included doing the basic scientific inquiry, investigation issues of education, data collection and designing the operational research planning. "The second" step, the researcher was composing AFL modeling, data validation from the experts and practitioners, composing readability test; included trial operation models to find solutions to the problems, planning an educational programs, testing, and evaluating the programs. "The third" step was diffusion, the researcher informing the target system, demonstrations programs, training to use the target system and program solutions, servicing and maintaining. The population of this study were 150 students from fives classes. From the data analysis shown than the application of AFL model for Pragmatic course could be improved in understanding the materials and English performing. The average score of Pragmatic course was 3.18 from 5 parallel classes, while the average scores of Vocabulary course is 2.40 from 5 parallel classes. The data analysis is shown that AFL method was more suitable to teach English Pragmatic course than English Vocabulary course.

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13ERIC ED432025: Peer Evaluation Of The School's Potential To Improve Learning.

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This paper examines whether the peer-review process of the North Central Association (NCA) is reliable and valid. Reliance on peer judgments has been a part of NCA accreditation, but confidence in the use of peer decisions to certify a school's readiness to implement the improvement plan--Outcomes Accreditation (OA)--was weak. The study focused on three questions: Did the peer reviews reflect criteria for OA school improvement or other factors? Did the peer reviewers make accurate judgments even though improvement plans and school characteristics differed? and Can reviewer accuracy be predicted? The study drew on ratings and diagnostic feedback from 245 reviewers involved in OA peer review from 1992 through 1994. Most of the reviewers were school principals. More than 1,500 independent reviews of school-improvement plans were studied. The results indicate that reviewers were most accurate when they acted on well-developed beliefs specifically related to OA activity and then transferred those beliefs to the evaluation of another school's set of improvement goals. A variety of factors influenced individual accuracy, including the individual's engagement, external environmental pressure for school improvement, and opportunities for collaborative professional exchanges. Reviewers applied OA criteria in accurate holistic decisions even when the schools and their improvement plans differed. Contains 14 references. (RJM)

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14ERIC ED335970: Project Learning T.I.P. (To Improve Productivity) Workplace Literacy Program At Lindsey Hopkins Technical Education Center, 1989-1990. Final Evaluation.

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Project Learning TIP (To Improve Productivity) was a federally-funded 18-month workplace literacy program for hospital workers in Miami, Florida. Students enrolled in courses designed to improve work-related skills, including English as a Second Language, basic literacy, general basic skills, pre-nursing, and high school equivalency test preparation. The program enrolled 147 students of varied ethnic backgrounds, and was evaluated using a context-input-process-product model. Data were drawn from program documentation, on-site interviews with program and host institution administrators and staff, a written survey of students, group interviews with participants, telephone interviews with training staff, and a tour of the educational and hospital facilities. Evaluation results suggest that the program serves a vital role in its community, serving as a laboratory for development of cooperation between the public schools and business and industry and contributing to the personal and vocational competence of its participants. Recommendations for program improvement include the following: providing a liaison between hospital, school, and program; offering instruction at the hospitals and the training center; conducting monthly meetings for problem-solving; offering more counseling and assessment services; and providing creative child-care and transportation alternatives. Related documentation is appended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

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  • Title: ➤  ERIC ED335970: Project Learning T.I.P. (To Improve Productivity) Workplace Literacy Program At Lindsey Hopkins Technical Education Center, 1989-1990. Final Evaluation.
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15An Analysis And Evaluation Of Current Efforts To Improve The Curriculum By Emphasis On Disciplinary Structure And Learning By Discovery

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  • Title: ➤  An Analysis And Evaluation Of Current Efforts To Improve The Curriculum By Emphasis On Disciplinary Structure And Learning By Discovery
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16ERIC ED652455: Talking The Quality Talk, Walking The Quality Walk: Developing An Online Quality Assurance Training Program Quality Assurance (QA) Aims To Ensure And Enhance Educational Quality, Promote Accountability, And Foster Sustainable Improvement And Is Considered A Crucial Element For Higher Education Systems In A World Of Constant Change, Increased Competitiveness, Technological Innovation, And Rising Costs. In The Last Several Years, Quality Assurance In Turkish Higher Education Has Experienced Substantial Improvements. The Current Developments Reflect Ongoing Efforts In Turkish Higher Education To Improve Quality Assurance Processes, Comply With International Standards, And Guarantee The Consistency Of Academic Offerings And Institutional Standards. The Development And Training Of Human Resources Are Of Paramount Importance In Creating Sustainable QA Efforts. Thus, The Quality Coordinatorship Of Anadolu University Developed A Unique Online Training Entitled "Institutional Self-Evaluation Training Programme" To Equip The University Staff With The Required Knowledge And Skills To Conduct Internal Evaluation In Academic Programs. Following A Cross-sectional Research Design, And Making Use Of Learning Analytics And Satisfaction Survey, This Research Investigated The Learning Patterns And Satisfaction Of The Participants Involved In This Course. The High Learning Resources Access And Activity Completion Rates In This Course Suggest That There Was A Significant Interest In The Course Considering It Was Only A Recommended Course. In Addition, High Levels Of Satisfaction, Which Was Supported By The Qualitative Findings, Show That The Online Training Was Endorsed By The Participants As A Viable Training Activity. [This Paper Was Published In The INTE-ISTEC-ITEC-ITICAM-IQC Proceedings, 2023, Pp. 760-772).]

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Quality Assurance (QA) aims to ensure and enhance educational quality, promote accountability, and foster sustainable improvement and is considered a crucial element for higher education systems in a world of constant change, increased competitiveness, technological innovation, and rising costs. In the last several years, quality assurance in Turkish higher education has experienced substantial improvements. The current developments reflect ongoing efforts in Turkish higher education to improve quality assurance processes, comply with international standards, and guarantee the consistency of academic offerings and institutional standards. The development and training of human resources are of paramount importance in creating sustainable QA efforts. Thus, the Quality Coordinatorship of Anadolu University developed a unique online training entitled "Institutional Self-Evaluation Training Programme" to equip the University staff with the required knowledge and skills to conduct internal evaluation in academic programs. Following a cross-sectional research design, and making use of learning analytics and satisfaction survey, this research investigated the learning patterns and satisfaction of the participants involved in this course. The high learning resources access and activity completion rates in this course suggest that there was a significant interest in the course considering it was only a recommended course. In addition, high levels of satisfaction, which was supported by the qualitative findings, show that the online training was endorsed by the participants as a viable training activity. [This paper was published in the INTE-ISTEC-ITEC-ITICAM-IQC proceedings, 2023, pp. 760-772).]

“ERIC ED652455: Talking The Quality Talk, Walking The Quality Walk: Developing An Online Quality Assurance Training Program Quality Assurance (QA) Aims To Ensure And Enhance Educational Quality, Promote Accountability, And Foster Sustainable Improvement And Is Considered A Crucial Element For Higher Education Systems In A World Of Constant Change, Increased Competitiveness, Technological Innovation, And Rising Costs. In The Last Several Years, Quality Assurance In Turkish Higher Education Has Experienced Substantial Improvements. The Current Developments Reflect Ongoing Efforts In Turkish Higher Education To Improve Quality Assurance Processes, Comply With International Standards, And Guarantee The Consistency Of Academic Offerings And Institutional Standards. The Development And Training Of Human Resources Are Of Paramount Importance In Creating Sustainable QA Efforts. Thus, The Quality Coordinatorship Of Anadolu University Developed A Unique Online Training Entitled "Institutional Self-Evaluation Training Programme" To Equip The University Staff With The Required Knowledge And Skills To Conduct Internal Evaluation In Academic Programs. Following A Cross-sectional Research Design, And Making Use Of Learning Analytics And Satisfaction Survey, This Research Investigated The Learning Patterns And Satisfaction Of The Participants Involved In This Course. The High Learning Resources Access And Activity Completion Rates In This Course Suggest That There Was A Significant Interest In The Course Considering It Was Only A Recommended Course. In Addition, High Levels Of Satisfaction, Which Was Supported By The Qualitative Findings, Show That The Online Training Was Endorsed By The Participants As A Viable Training Activity. [This Paper Was Published In The INTE-ISTEC-ITEC-ITICAM-IQC Proceedings, 2023, Pp. 760-772).]” Metadata:

  • Title: ➤  ERIC ED652455: Talking The Quality Talk, Walking The Quality Walk: Developing An Online Quality Assurance Training Program Quality Assurance (QA) Aims To Ensure And Enhance Educational Quality, Promote Accountability, And Foster Sustainable Improvement And Is Considered A Crucial Element For Higher Education Systems In A World Of Constant Change, Increased Competitiveness, Technological Innovation, And Rising Costs. In The Last Several Years, Quality Assurance In Turkish Higher Education Has Experienced Substantial Improvements. The Current Developments Reflect Ongoing Efforts In Turkish Higher Education To Improve Quality Assurance Processes, Comply With International Standards, And Guarantee The Consistency Of Academic Offerings And Institutional Standards. The Development And Training Of Human Resources Are Of Paramount Importance In Creating Sustainable QA Efforts. Thus, The Quality Coordinatorship Of Anadolu University Developed A Unique Online Training Entitled "Institutional Self-Evaluation Training Programme" To Equip The University Staff With The Required Knowledge And Skills To Conduct Internal Evaluation In Academic Programs. Following A Cross-sectional Research Design, And Making Use Of Learning Analytics And Satisfaction Survey, This Research Investigated The Learning Patterns And Satisfaction Of The Participants Involved In This Course. The High Learning Resources Access And Activity Completion Rates In This Course Suggest That There Was A Significant Interest In The Course Considering It Was Only A Recommended Course. In Addition, High Levels Of Satisfaction, Which Was Supported By The Qualitative Findings, Show That The Online Training Was Endorsed By The Participants As A Viable Training Activity. [This Paper Was Published In The INTE-ISTEC-ITEC-ITICAM-IQC Proceedings, 2023, Pp. 760-772).]
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“ERIC ED652455: Talking The Quality Talk, Walking The Quality Walk: Developing An Online Quality Assurance Training Program Quality Assurance (QA) Aims To Ensure And Enhance Educational Quality, Promote Accountability, And Foster Sustainable Improvement And Is Considered A Crucial Element For Higher Education Systems In A World Of Constant Change, Increased Competitiveness, Technological Innovation, And Rising Costs. In The Last Several Years, Quality Assurance In Turkish Higher Education Has Experienced Substantial Improvements. The Current Developments Reflect Ongoing Efforts In Turkish Higher Education To Improve Quality Assurance Processes, Comply With International Standards, And Guarantee The Consistency Of Academic Offerings And Institutional Standards. The Development And Training Of Human Resources Are Of Paramount Importance In Creating Sustainable QA Efforts. Thus, The Quality Coordinatorship Of Anadolu University Developed A Unique Online Training Entitled "Institutional Self-Evaluation Training Programme" To Equip The University Staff With The Required Knowledge And Skills To Conduct Internal Evaluation In Academic Programs. Following A Cross-sectional Research Design, And Making Use Of Learning Analytics And Satisfaction Survey, This Research Investigated The Learning Patterns And Satisfaction Of The Participants Involved In This Course. The High Learning Resources Access And Activity Completion Rates In This Course Suggest That There Was A Significant Interest In The Course Considering It Was Only A Recommended Course. In Addition, High Levels Of Satisfaction, Which Was Supported By The Qualitative Findings, Show That The Online Training Was Endorsed By The Participants As A Viable Training Activity. [This Paper Was Published In The INTE-ISTEC-ITEC-ITICAM-IQC Proceedings, 2023, Pp. 760-772).]” Subjects and Themes:

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17DTIC ADA294069: Adapting The Evaluation Space To Improve Global Learning,

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In domains where a stochastic process is involved in the evaluation of a candidate solution, multiple evaluations are necessary to obtain a good estimate of the performance of an individual. This work shows that biasing the sampling of that problem configuration space can lead to better performance of the structure being learned given the same amount of effort. (AN)

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18ERIC ED076504: Teacher Evaluation To Improve Learning. The Fourth Report Of The Commission On Public School Personnel Policies In Ohio.

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This is the fourth report of the Commission on Public School Personnel Policies in Ohio to educators and the general public. The report is based on a survey of school superintendents, principals, teachers, and personnel directors in over 50 districts throughout the state. The report focuses on the need for teacher evaluation and the actions required to meet these needs. The report reviews various techniques for evaluation, basic training considerations for evaluators, aspects of improving skills of present evaluators, and general points for organizing evaluations. Some of the recommendations made by the Commission are a) school administrators should demonstrate competencies in the application of principles of sociology and psychology; b) course offerings should be reevaluated, establishing a priority for the development of skills used in teacher evaluation; c) pilot programs for improving skills of present evaluators should be established by school districts in conjunction with the Ohio State Department of Education; and d) ways for improving evaluation should be investigated by redefining the role of principal, organizing schools along plans of flexible staffing, and expanding the role of the department chairman to include evaluation. The appendix presents a description of the following forms of teacher evaluation: microteaching, interaction analysis, nonverbal teacher behavior category system, the Student Opinion Questionnaire, Style of Teaching Inventory, and About My Teacher questionnaire. (BRB)

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19ERIC EJ901285: Enhancing The Scholarship Of Teaching And Learning: Evaluation Of A Scheme To Improve Teaching And Learning Through Action Research

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This paper reports on evaluation of a scheme to improve University teaching through action research over a five-year period in the science, engineering, and technology division of a large Australian dual sector University. Between 2002 to 2006 this scheme directly committed approximately A$210,000 in grants and involved over 130 teaching and other staff in sponsoring projects of up to eight months' duration, with a total of 34 projects completed. Evaluation was informed by the desire of the academic developers concerned with the scheme to engage more widely with staff in predominantly empirical disciplinary cultures, to be more accountable within a University business management paradigm, and to contribute to the scholarship of academic development. The paper provides evidence--in terms of quality, effectiveness, practicality, participation, and satisfaction--to show how this scheme enhanced the scholarship of teaching and learning in the University. The paper outlines issues encountered and further work to be done in undertaking evaluation of such a scheme. (Contains 3 tables.)

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20ERIC ED583104: Teacher Assessment And Evaluation: The National Education Association's Framework For Transforming Education Systems To Support Effective Teaching And Improve Student Learning

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The National Education Association (NEA) recognizes the urgent need to transform the U.S. education system to support effective teaching and improve student learning. Based on its vision of great public schools for every child, NEA has identified the core purposes and values of a comprehensive teacher growth and development system to meet the demands of the 21st century. The U.S. public education system involves many stakeholders whose various roles and responsibilities aim to support and enhance student learning. Unfortunately, within the education system itself, there is a lack of alignment and coherence. Efforts to reform a single component, such as teacher evaluation, cannot produce a "silver bullet." Focusing on only one component can lead to reforms that merely tinker around the edges. NEA advocates the development of new systems of teaching and learning that align student and teacher assessment with the ultimate goal of improving both. This report provides a concept map that shows how student learning standards can have a systemic connection with teacher education and assessment. A chart is also provided that identifies how a successful teacher assessment and development process could proceed.

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21ERIC ED637573: Classifying Math Knowledge Components Via Task-Adaptive Pre-Trained BERT Educational Content Labeled With Proper Knowledge Components (KCs) Are Particularly Useful To Teachers Or Content Organizers. However, Manually Labeling Educational Content Is Labor Intensive And Error-prone. To Address This Challenge, Prior Research Proposed Machine Learning Based Solutions To Auto-label Educational Content With Limited Success. In This Work, We Significantly Improve Prior Research By (1) Expanding The Input Types To Include KC Descriptions, Instructional Video Titles, And Problem Descriptions (i.e., Three Types Of Prediction Task), (2) Doubling The Granularity Of The Prediction From 198 To 385 KC Labels (i.e., More Practical Setting But Much Harder Multinomial Classification Problem), (3) Improving The Prediction Accuracies By 0.5-2.3% Using Task-adaptive Pre-trained BERT, Outperforming Six Baselines, And (4) Proposing A Simple Evaluation Measure By Which We Can Recover 56-73% Of Mispredicted KC Labels. All Codes And Data Sets In The Experiments Are Available At: Https://github.com/tbs17/TAPT-BERT [This Paper Was Published In: "AIED 2021, LNAI1 2748," Edited By I. Roll Et Al., Springer Nature Switzerland AG, 2021, Pp. 408-19.]

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Educational content labeled with proper knowledge components (KCs) are particularly useful to teachers or content organizers. However, manually labeling educational content is labor intensive and error-prone. To address this challenge, prior research proposed machine learning based solutions to auto-label educational content with limited success. In this work, we significantly improve prior research by (1) expanding the input types to include KC descriptions, instructional video titles, and problem descriptions (i.e., three types of prediction task), (2) doubling the granularity of the prediction from 198 to 385 KC labels (i.e., more practical setting but much harder multinomial classification problem), (3) improving the prediction accuracies by 0.5-2.3% using Task-adaptive Pre-trained BERT, outperforming six baselines, and (4) proposing a simple evaluation measure by which we can recover 56-73% of mispredicted KC labels. All codes and data sets in the experiments are available at: https://github.com/tbs17/TAPT-BERT [This paper was published in: "AIED 2021, LNAI1 2748," edited by I. Roll et al., Springer Nature Switzerland AG, 2021, pp. 408-19.]

“ERIC ED637573: Classifying Math Knowledge Components Via Task-Adaptive Pre-Trained BERT Educational Content Labeled With Proper Knowledge Components (KCs) Are Particularly Useful To Teachers Or Content Organizers. However, Manually Labeling Educational Content Is Labor Intensive And Error-prone. To Address This Challenge, Prior Research Proposed Machine Learning Based Solutions To Auto-label Educational Content With Limited Success. In This Work, We Significantly Improve Prior Research By (1) Expanding The Input Types To Include KC Descriptions, Instructional Video Titles, And Problem Descriptions (i.e., Three Types Of Prediction Task), (2) Doubling The Granularity Of The Prediction From 198 To 385 KC Labels (i.e., More Practical Setting But Much Harder Multinomial Classification Problem), (3) Improving The Prediction Accuracies By 0.5-2.3% Using Task-adaptive Pre-trained BERT, Outperforming Six Baselines, And (4) Proposing A Simple Evaluation Measure By Which We Can Recover 56-73% Of Mispredicted KC Labels. All Codes And Data Sets In The Experiments Are Available At: Https://github.com/tbs17/TAPT-BERT [This Paper Was Published In: "AIED 2021, LNAI1 2748," Edited By I. Roll Et Al., Springer Nature Switzerland AG, 2021, Pp. 408-19.]” Metadata:

  • Title: ➤  ERIC ED637573: Classifying Math Knowledge Components Via Task-Adaptive Pre-Trained BERT Educational Content Labeled With Proper Knowledge Components (KCs) Are Particularly Useful To Teachers Or Content Organizers. However, Manually Labeling Educational Content Is Labor Intensive And Error-prone. To Address This Challenge, Prior Research Proposed Machine Learning Based Solutions To Auto-label Educational Content With Limited Success. In This Work, We Significantly Improve Prior Research By (1) Expanding The Input Types To Include KC Descriptions, Instructional Video Titles, And Problem Descriptions (i.e., Three Types Of Prediction Task), (2) Doubling The Granularity Of The Prediction From 198 To 385 KC Labels (i.e., More Practical Setting But Much Harder Multinomial Classification Problem), (3) Improving The Prediction Accuracies By 0.5-2.3% Using Task-adaptive Pre-trained BERT, Outperforming Six Baselines, And (4) Proposing A Simple Evaluation Measure By Which We Can Recover 56-73% Of Mispredicted KC Labels. All Codes And Data Sets In The Experiments Are Available At: Https://github.com/tbs17/TAPT-BERT [This Paper Was Published In: "AIED 2021, LNAI1 2748," Edited By I. Roll Et Al., Springer Nature Switzerland AG, 2021, Pp. 408-19.]
  • Author:
  • Language: English

“ERIC ED637573: Classifying Math Knowledge Components Via Task-Adaptive Pre-Trained BERT Educational Content Labeled With Proper Knowledge Components (KCs) Are Particularly Useful To Teachers Or Content Organizers. However, Manually Labeling Educational Content Is Labor Intensive And Error-prone. To Address This Challenge, Prior Research Proposed Machine Learning Based Solutions To Auto-label Educational Content With Limited Success. In This Work, We Significantly Improve Prior Research By (1) Expanding The Input Types To Include KC Descriptions, Instructional Video Titles, And Problem Descriptions (i.e., Three Types Of Prediction Task), (2) Doubling The Granularity Of The Prediction From 198 To 385 KC Labels (i.e., More Practical Setting But Much Harder Multinomial Classification Problem), (3) Improving The Prediction Accuracies By 0.5-2.3% Using Task-adaptive Pre-trained BERT, Outperforming Six Baselines, And (4) Proposing A Simple Evaluation Measure By Which We Can Recover 56-73% Of Mispredicted KC Labels. All Codes And Data Sets In The Experiments Are Available At: Https://github.com/tbs17/TAPT-BERT [This Paper Was Published In: "AIED 2021, LNAI1 2748," Edited By I. Roll Et Al., Springer Nature Switzerland AG, 2021, Pp. 408-19.]” Subjects and Themes:

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22ERIC ED581257: Project Based Learning: Evaluation Report And Executive Summary Project Based Learning (PBL) Is A Pedagogical Approach That Seeks To Provide Year 7 Pupils With Independent And Group Learning Skills To Meet Both The Needs Of The Year 7 Curriculum As Well As Support Their Learning In Future Stages Of Their Education. It Particularly Aims To Improve Their Engagement In Learning As Well As Practical Literacy Skills. This Trial Evaluates A Specific Type Of PBL Known As "Learning Through REAL Projects", Developed By The Innovation Unit--an Independent Social Enterprise That Aims To Improve Public Sector Services. A Year Long Pilot Project In 2013/2014 With Eight Schools (763 Pupils) Established The Feasibility Of A Main Trial. It Provided The Opportunity To Develop The Intervention And Test The Research Procedures. The Results Contained In This Report Relate To A Randomised Controlled Trial That Took Place Between September 2014 And April 2016. Twelve Intervention Schools (2,101 Pupils) And 12 Control Schools (1,973 Pupils) Were Involved In The Trial. REAL Projects Was Delivered By Teachers, Supported In Many Instances By Teaching Assistants (TAs), With Further Support From Senior Leadership Colleagues. It Was Delivered For A Year In The Intervention Schools With A Relatively Large Proportion Of Timetabled Teaching (varying Between 20% And 50%). In Almost All Cases It Was Delivered To Mixed-ability Year 7 Classes. The Intervention Used Structured Cross-subject "REAL Projects" Planned By The Delivery Teachers Who Were Supported By Classroom Coaches From The Innovation Unit. Schools Were Also Supported By Leadership Coaches. REAL Projects Are Driven By An "essential Question" Which Has Significant Educational Content. The Projects Encouraged Pupils To Create An "excellent" Product Through Drafting And Redrafting And Then To Exhibit Their Work To An "authentic" Audience. Visits Were Made To Intervention Schools At Two Time Points And Consisted Of Lesson Observations, Interviews, And Focus Groups With School Leadership, Project Leads, Class Teachers, And Pupils. Two Case Studies Were Also Conducted In Schools That It Was Agreed Delivered The Intervention Well. Key Conclusions Are As Follows: (1) Adopting PBL Had No Clear Impact On Either Literacy (as Measured By The Progress In English Assessment) Or Student Engagement With School And Learning; (2) The Impact Evaluation Indicated That PBL May Have Had A Negative Impact On The Literacy Attainment Of Pupils Entitled To Free School Meals. However, As No Negative Impact Was Found For Low-attaining Pupils, Considerable Caution Should Be Applied To This Finding; (3) The Amount Of Data Lost From The Project (schools Dropping Out And Lost To Follow-up) Particularly From The Intervention Schools, As Well As The Adoption Of PBL Or Similar Approaches By A Number Of Control Group Schools, Further Limits The Strength Of Any Impact Finding; (4) From Our Observations And Feedback From Schools, We Found That PBL Was Considered To Be Worthwhile And May Enhance Pupils' Skills Including Oracy, Communication, Teamwork, And Self-directed Study Skills; And (5) PBL Was Generally Delivered With Fidelity But Requires Substantial Management Support And Organisational Change. The Innovation Unit Training And Support Programme For Teachers And School Leadership Was Found To Be Effective In Supporting This Intervention. Overall, The Findings Have Low Security. The Trial Was Designed As A Two-armed Randomised Controlled Trial With Schools Being Allocated To Intervention Or Control Groups. It Was Set Up As An Efficacy Trial Which Aimed To Test If The Intervention Can Succeed Under Ideal Conditions. However, 47% Of The Pupils In The Intervention And 16% In The Control Group Were Not Included In The Final Analysis. Therefore There Were Some Potentially Important Differences In Characteristics Between The Intervention And Control Groups. This Undermines The Security Of The Result. The Trial Results Did Not Find That The PBL Programme Had An Impact Either On The Pupils' Literacy Performance (as Measured By Progress In English 12 Tests), Engagement, Or Attendance. The Analysis Did Find A Statistically Significant Negative Impact On Students Eligible For Free School Meals (FSM), However No Negative Impact Was Found For Lower-attaining Pupils More Generally, Which Makes It Difficult To Hypothesise Why PBL Might Negatively Impact FSM Pupils Specifically. This Adds To The Uncertainty Of The Finding.

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Project Based Learning (PBL) is a pedagogical approach that seeks to provide Year 7 pupils with independent and group learning skills to meet both the needs of the Year 7 curriculum as well as support their learning in future stages of their education. It particularly aims to improve their engagement in learning as well as practical literacy skills. This trial evaluates a specific type of PBL known as "Learning through REAL Projects", developed by the Innovation Unit--an independent social enterprise that aims to improve public sector services. A year long pilot project in 2013/2014 with eight schools (763 pupils) established the feasibility of a main trial. It provided the opportunity to develop the intervention and test the research procedures. The results contained in this report relate to a randomised controlled trial that took place between September 2014 and April 2016. Twelve intervention schools (2,101 pupils) and 12 control schools (1,973 pupils) were involved in the trial. REAL projects was delivered by teachers, supported in many instances by teaching assistants (TAs), with further support from senior leadership colleagues. It was delivered for a year in the intervention schools with a relatively large proportion of timetabled teaching (varying between 20% and 50%). In almost all cases it was delivered to mixed-ability Year 7 classes. The intervention used structured cross-subject "REAL Projects" planned by the delivery teachers who were supported by Classroom Coaches from the Innovation Unit. Schools were also supported by Leadership Coaches. REAL Projects are driven by an "essential question" which has significant educational content. The projects encouraged pupils to create an "excellent" product through drafting and redrafting and then to exhibit their work to an "authentic" audience. Visits were made to intervention schools at two time points and consisted of lesson observations, interviews, and focus groups with school leadership, project leads, class teachers, and pupils. Two case studies were also conducted in schools that it was agreed delivered the intervention well. Key conclusions are as follows: (1) Adopting PBL had no clear impact on either literacy (as measured by the Progress in English assessment) or student engagement with school and learning; (2) The impact evaluation indicated that PBL may have had a negative impact on the literacy attainment of pupils entitled to free school meals. However, as no negative impact was found for low-attaining pupils, considerable caution should be applied to this finding; (3) The amount of data lost from the project (schools dropping out and lost to follow-up) particularly from the intervention schools, as well as the adoption of PBL or similar approaches by a number of control group schools, further limits the strength of any impact finding; (4) From our observations and feedback from schools, we found that PBL was considered to be worthwhile and may enhance pupils' skills including oracy, communication, teamwork, and self-directed study skills; and (5) PBL was generally delivered with fidelity but requires substantial management support and organisational change. The Innovation Unit training and support programme for teachers and school leadership was found to be effective in supporting this intervention. Overall, the findings have low security. The trial was designed as a two-armed randomised controlled trial with schools being allocated to intervention or control groups. It was set up as an efficacy trial which aimed to test if the intervention can succeed under ideal conditions. However, 47% of the pupils in the intervention and 16% in the control group were not included in the final analysis. Therefore there were some potentially important differences in characteristics between the intervention and control groups. This undermines the security of the result. The trial results did not find that the PBL programme had an impact either on the pupils' literacy performance (as measured by Progress in English 12 tests), engagement, or attendance. The analysis did find a statistically significant negative impact on students eligible for free school meals (FSM), however no negative impact was found for lower-attaining pupils more generally, which makes it difficult to hypothesise why PBL might negatively impact FSM pupils specifically. This adds to the uncertainty of the finding.

“ERIC ED581257: Project Based Learning: Evaluation Report And Executive Summary Project Based Learning (PBL) Is A Pedagogical Approach That Seeks To Provide Year 7 Pupils With Independent And Group Learning Skills To Meet Both The Needs Of The Year 7 Curriculum As Well As Support Their Learning In Future Stages Of Their Education. It Particularly Aims To Improve Their Engagement In Learning As Well As Practical Literacy Skills. This Trial Evaluates A Specific Type Of PBL Known As "Learning Through REAL Projects", Developed By The Innovation Unit--an Independent Social Enterprise That Aims To Improve Public Sector Services. A Year Long Pilot Project In 2013/2014 With Eight Schools (763 Pupils) Established The Feasibility Of A Main Trial. It Provided The Opportunity To Develop The Intervention And Test The Research Procedures. The Results Contained In This Report Relate To A Randomised Controlled Trial That Took Place Between September 2014 And April 2016. Twelve Intervention Schools (2,101 Pupils) And 12 Control Schools (1,973 Pupils) Were Involved In The Trial. REAL Projects Was Delivered By Teachers, Supported In Many Instances By Teaching Assistants (TAs), With Further Support From Senior Leadership Colleagues. It Was Delivered For A Year In The Intervention Schools With A Relatively Large Proportion Of Timetabled Teaching (varying Between 20% And 50%). In Almost All Cases It Was Delivered To Mixed-ability Year 7 Classes. The Intervention Used Structured Cross-subject "REAL Projects" Planned By The Delivery Teachers Who Were Supported By Classroom Coaches From The Innovation Unit. Schools Were Also Supported By Leadership Coaches. REAL Projects Are Driven By An "essential Question" Which Has Significant Educational Content. The Projects Encouraged Pupils To Create An "excellent" Product Through Drafting And Redrafting And Then To Exhibit Their Work To An "authentic" Audience. Visits Were Made To Intervention Schools At Two Time Points And Consisted Of Lesson Observations, Interviews, And Focus Groups With School Leadership, Project Leads, Class Teachers, And Pupils. Two Case Studies Were Also Conducted In Schools That It Was Agreed Delivered The Intervention Well. Key Conclusions Are As Follows: (1) Adopting PBL Had No Clear Impact On Either Literacy (as Measured By The Progress In English Assessment) Or Student Engagement With School And Learning; (2) The Impact Evaluation Indicated That PBL May Have Had A Negative Impact On The Literacy Attainment Of Pupils Entitled To Free School Meals. However, As No Negative Impact Was Found For Low-attaining Pupils, Considerable Caution Should Be Applied To This Finding; (3) The Amount Of Data Lost From The Project (schools Dropping Out And Lost To Follow-up) Particularly From The Intervention Schools, As Well As The Adoption Of PBL Or Similar Approaches By A Number Of Control Group Schools, Further Limits The Strength Of Any Impact Finding; (4) From Our Observations And Feedback From Schools, We Found That PBL Was Considered To Be Worthwhile And May Enhance Pupils' Skills Including Oracy, Communication, Teamwork, And Self-directed Study Skills; And (5) PBL Was Generally Delivered With Fidelity But Requires Substantial Management Support And Organisational Change. The Innovation Unit Training And Support Programme For Teachers And School Leadership Was Found To Be Effective In Supporting This Intervention. Overall, The Findings Have Low Security. The Trial Was Designed As A Two-armed Randomised Controlled Trial With Schools Being Allocated To Intervention Or Control Groups. It Was Set Up As An Efficacy Trial Which Aimed To Test If The Intervention Can Succeed Under Ideal Conditions. However, 47% Of The Pupils In The Intervention And 16% In The Control Group Were Not Included In The Final Analysis. Therefore There Were Some Potentially Important Differences In Characteristics Between The Intervention And Control Groups. This Undermines The Security Of The Result. The Trial Results Did Not Find That The PBL Programme Had An Impact Either On The Pupils' Literacy Performance (as Measured By Progress In English 12 Tests), Engagement, Or Attendance. The Analysis Did Find A Statistically Significant Negative Impact On Students Eligible For Free School Meals (FSM), However No Negative Impact Was Found For Lower-attaining Pupils More Generally, Which Makes It Difficult To Hypothesise Why PBL Might Negatively Impact FSM Pupils Specifically. This Adds To The Uncertainty Of The Finding.” Metadata:

  • Title: ➤  ERIC ED581257: Project Based Learning: Evaluation Report And Executive Summary Project Based Learning (PBL) Is A Pedagogical Approach That Seeks To Provide Year 7 Pupils With Independent And Group Learning Skills To Meet Both The Needs Of The Year 7 Curriculum As Well As Support Their Learning In Future Stages Of Their Education. It Particularly Aims To Improve Their Engagement In Learning As Well As Practical Literacy Skills. This Trial Evaluates A Specific Type Of PBL Known As "Learning Through REAL Projects", Developed By The Innovation Unit--an Independent Social Enterprise That Aims To Improve Public Sector Services. A Year Long Pilot Project In 2013/2014 With Eight Schools (763 Pupils) Established The Feasibility Of A Main Trial. It Provided The Opportunity To Develop The Intervention And Test The Research Procedures. The Results Contained In This Report Relate To A Randomised Controlled Trial That Took Place Between September 2014 And April 2016. Twelve Intervention Schools (2,101 Pupils) And 12 Control Schools (1,973 Pupils) Were Involved In The Trial. REAL Projects Was Delivered By Teachers, Supported In Many Instances By Teaching Assistants (TAs), With Further Support From Senior Leadership Colleagues. It Was Delivered For A Year In The Intervention Schools With A Relatively Large Proportion Of Timetabled Teaching (varying Between 20% And 50%). In Almost All Cases It Was Delivered To Mixed-ability Year 7 Classes. The Intervention Used Structured Cross-subject "REAL Projects" Planned By The Delivery Teachers Who Were Supported By Classroom Coaches From The Innovation Unit. Schools Were Also Supported By Leadership Coaches. REAL Projects Are Driven By An "essential Question" Which Has Significant Educational Content. The Projects Encouraged Pupils To Create An "excellent" Product Through Drafting And Redrafting And Then To Exhibit Their Work To An "authentic" Audience. Visits Were Made To Intervention Schools At Two Time Points And Consisted Of Lesson Observations, Interviews, And Focus Groups With School Leadership, Project Leads, Class Teachers, And Pupils. Two Case Studies Were Also Conducted In Schools That It Was Agreed Delivered The Intervention Well. Key Conclusions Are As Follows: (1) Adopting PBL Had No Clear Impact On Either Literacy (as Measured By The Progress In English Assessment) Or Student Engagement With School And Learning; (2) The Impact Evaluation Indicated That PBL May Have Had A Negative Impact On The Literacy Attainment Of Pupils Entitled To Free School Meals. However, As No Negative Impact Was Found For Low-attaining Pupils, Considerable Caution Should Be Applied To This Finding; (3) The Amount Of Data Lost From The Project (schools Dropping Out And Lost To Follow-up) Particularly From The Intervention Schools, As Well As The Adoption Of PBL Or Similar Approaches By A Number Of Control Group Schools, Further Limits The Strength Of Any Impact Finding; (4) From Our Observations And Feedback From Schools, We Found That PBL Was Considered To Be Worthwhile And May Enhance Pupils' Skills Including Oracy, Communication, Teamwork, And Self-directed Study Skills; And (5) PBL Was Generally Delivered With Fidelity But Requires Substantial Management Support And Organisational Change. The Innovation Unit Training And Support Programme For Teachers And School Leadership Was Found To Be Effective In Supporting This Intervention. Overall, The Findings Have Low Security. The Trial Was Designed As A Two-armed Randomised Controlled Trial With Schools Being Allocated To Intervention Or Control Groups. It Was Set Up As An Efficacy Trial Which Aimed To Test If The Intervention Can Succeed Under Ideal Conditions. However, 47% Of The Pupils In The Intervention And 16% In The Control Group Were Not Included In The Final Analysis. Therefore There Were Some Potentially Important Differences In Characteristics Between The Intervention And Control Groups. This Undermines The Security Of The Result. The Trial Results Did Not Find That The PBL Programme Had An Impact Either On The Pupils' Literacy Performance (as Measured By Progress In English 12 Tests), Engagement, Or Attendance. The Analysis Did Find A Statistically Significant Negative Impact On Students Eligible For Free School Meals (FSM), However No Negative Impact Was Found For Lower-attaining Pupils More Generally, Which Makes It Difficult To Hypothesise Why PBL Might Negatively Impact FSM Pupils Specifically. This Adds To The Uncertainty Of The Finding.
  • Author:
  • Language: English

“ERIC ED581257: Project Based Learning: Evaluation Report And Executive Summary Project Based Learning (PBL) Is A Pedagogical Approach That Seeks To Provide Year 7 Pupils With Independent And Group Learning Skills To Meet Both The Needs Of The Year 7 Curriculum As Well As Support Their Learning In Future Stages Of Their Education. It Particularly Aims To Improve Their Engagement In Learning As Well As Practical Literacy Skills. This Trial Evaluates A Specific Type Of PBL Known As "Learning Through REAL Projects", Developed By The Innovation Unit--an Independent Social Enterprise That Aims To Improve Public Sector Services. A Year Long Pilot Project In 2013/2014 With Eight Schools (763 Pupils) Established The Feasibility Of A Main Trial. It Provided The Opportunity To Develop The Intervention And Test The Research Procedures. The Results Contained In This Report Relate To A Randomised Controlled Trial That Took Place Between September 2014 And April 2016. Twelve Intervention Schools (2,101 Pupils) And 12 Control Schools (1,973 Pupils) Were Involved In The Trial. REAL Projects Was Delivered By Teachers, Supported In Many Instances By Teaching Assistants (TAs), With Further Support From Senior Leadership Colleagues. It Was Delivered For A Year In The Intervention Schools With A Relatively Large Proportion Of Timetabled Teaching (varying Between 20% And 50%). In Almost All Cases It Was Delivered To Mixed-ability Year 7 Classes. The Intervention Used Structured Cross-subject "REAL Projects" Planned By The Delivery Teachers Who Were Supported By Classroom Coaches From The Innovation Unit. Schools Were Also Supported By Leadership Coaches. REAL Projects Are Driven By An "essential Question" Which Has Significant Educational Content. The Projects Encouraged Pupils To Create An "excellent" Product Through Drafting And Redrafting And Then To Exhibit Their Work To An "authentic" Audience. Visits Were Made To Intervention Schools At Two Time Points And Consisted Of Lesson Observations, Interviews, And Focus Groups With School Leadership, Project Leads, Class Teachers, And Pupils. Two Case Studies Were Also Conducted In Schools That It Was Agreed Delivered The Intervention Well. Key Conclusions Are As Follows: (1) Adopting PBL Had No Clear Impact On Either Literacy (as Measured By The Progress In English Assessment) Or Student Engagement With School And Learning; (2) The Impact Evaluation Indicated That PBL May Have Had A Negative Impact On The Literacy Attainment Of Pupils Entitled To Free School Meals. However, As No Negative Impact Was Found For Low-attaining Pupils, Considerable Caution Should Be Applied To This Finding; (3) The Amount Of Data Lost From The Project (schools Dropping Out And Lost To Follow-up) Particularly From The Intervention Schools, As Well As The Adoption Of PBL Or Similar Approaches By A Number Of Control Group Schools, Further Limits The Strength Of Any Impact Finding; (4) From Our Observations And Feedback From Schools, We Found That PBL Was Considered To Be Worthwhile And May Enhance Pupils' Skills Including Oracy, Communication, Teamwork, And Self-directed Study Skills; And (5) PBL Was Generally Delivered With Fidelity But Requires Substantial Management Support And Organisational Change. The Innovation Unit Training And Support Programme For Teachers And School Leadership Was Found To Be Effective In Supporting This Intervention. Overall, The Findings Have Low Security. The Trial Was Designed As A Two-armed Randomised Controlled Trial With Schools Being Allocated To Intervention Or Control Groups. It Was Set Up As An Efficacy Trial Which Aimed To Test If The Intervention Can Succeed Under Ideal Conditions. However, 47% Of The Pupils In The Intervention And 16% In The Control Group Were Not Included In The Final Analysis. Therefore There Were Some Potentially Important Differences In Characteristics Between The Intervention And Control Groups. This Undermines The Security Of The Result. The Trial Results Did Not Find That The PBL Programme Had An Impact Either On The Pupils' Literacy Performance (as Measured By Progress In English 12 Tests), Engagement, Or Attendance. The Analysis Did Find A Statistically Significant Negative Impact On Students Eligible For Free School Meals (FSM), However No Negative Impact Was Found For Lower-attaining Pupils More Generally, Which Makes It Difficult To Hypothesise Why PBL Might Negatively Impact FSM Pupils Specifically. This Adds To The Uncertainty Of The Finding.” Subjects and Themes:

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Find ERIC ED581257: Project Based Learning: Evaluation Report And Executive Summary Project Based Learning (PBL) Is A Pedagogical Approach That Seeks To Provide Year 7 Pupils With Independent And Group Learning Skills To Meet Both The Needs Of The Year 7 Curriculum As Well As Support Their Learning In Future Stages Of Their Education. It Particularly Aims To Improve Their Engagement In Learning As Well As Practical Literacy Skills. This Trial Evaluates A Specific Type Of PBL Known As "Learning Through REAL Projects", Developed By The Innovation Unit--an Independent Social Enterprise That Aims To Improve Public Sector Services. A Year Long Pilot Project In 2013/2014 With Eight Schools (763 Pupils) Established The Feasibility Of A Main Trial. It Provided The Opportunity To Develop The Intervention And Test The Research Procedures. The Results Contained In This Report Relate To A Randomised Controlled Trial That Took Place Between September 2014 And April 2016. Twelve Intervention Schools (2,101 Pupils) And 12 Control Schools (1,973 Pupils) Were Involved In The Trial. REAL Projects Was Delivered By Teachers, Supported In Many Instances By Teaching Assistants (TAs), With Further Support From Senior Leadership Colleagues. It Was Delivered For A Year In The Intervention Schools With A Relatively Large Proportion Of Timetabled Teaching (varying Between 20% And 50%). In Almost All Cases It Was Delivered To Mixed-ability Year 7 Classes. The Intervention Used Structured Cross-subject "REAL Projects" Planned By The Delivery Teachers Who Were Supported By Classroom Coaches From The Innovation Unit. Schools Were Also Supported By Leadership Coaches. REAL Projects Are Driven By An "essential Question" Which Has Significant Educational Content. The Projects Encouraged Pupils To Create An "excellent" Product Through Drafting And Redrafting And Then To Exhibit Their Work To An "authentic" Audience. Visits Were Made To Intervention Schools At Two Time Points And Consisted Of Lesson Observations, Interviews, And Focus Groups With School Leadership, Project Leads, Class Teachers, And Pupils. Two Case Studies Were Also Conducted In Schools That It Was Agreed Delivered The Intervention Well. Key Conclusions Are As Follows: (1) Adopting PBL Had No Clear Impact On Either Literacy (as Measured By The Progress In English Assessment) Or Student Engagement With School And Learning; (2) The Impact Evaluation Indicated That PBL May Have Had A Negative Impact On The Literacy Attainment Of Pupils Entitled To Free School Meals. However, As No Negative Impact Was Found For Low-attaining Pupils, Considerable Caution Should Be Applied To This Finding; (3) The Amount Of Data Lost From The Project (schools Dropping Out And Lost To Follow-up) Particularly From The Intervention Schools, As Well As The Adoption Of PBL Or Similar Approaches By A Number Of Control Group Schools, Further Limits The Strength Of Any Impact Finding; (4) From Our Observations And Feedback From Schools, We Found That PBL Was Considered To Be Worthwhile And May Enhance Pupils' Skills Including Oracy, Communication, Teamwork, And Self-directed Study Skills; And (5) PBL Was Generally Delivered With Fidelity But Requires Substantial Management Support And Organisational Change. The Innovation Unit Training And Support Programme For Teachers And School Leadership Was Found To Be Effective In Supporting This Intervention. Overall, The Findings Have Low Security. The Trial Was Designed As A Two-armed Randomised Controlled Trial With Schools Being Allocated To Intervention Or Control Groups. It Was Set Up As An Efficacy Trial Which Aimed To Test If The Intervention Can Succeed Under Ideal Conditions. However, 47% Of The Pupils In The Intervention And 16% In The Control Group Were Not Included In The Final Analysis. Therefore There Were Some Potentially Important Differences In Characteristics Between The Intervention And Control Groups. This Undermines The Security Of The Result. The Trial Results Did Not Find That The PBL Programme Had An Impact Either On The Pupils' Literacy Performance (as Measured By Progress In English 12 Tests), Engagement, Or Attendance. The Analysis Did Find A Statistically Significant Negative Impact On Students Eligible For Free School Meals (FSM), However No Negative Impact Was Found For Lower-attaining Pupils More Generally, Which Makes It Difficult To Hypothesise Why PBL Might Negatively Impact FSM Pupils Specifically. This Adds To The Uncertainty Of The Finding. at online marketplaces:


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“Evaluation to improve learning” Metadata:

  • Title: Evaluation to improve learning
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  • Language: English
  • Number of Pages: Median: 356
  • Publisher: McGraw-Hill
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