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Evaluation of Project 1 of the Assessment is for Learning Development Programme:
Support for Professional Practice in Formative Assessment

Final Report

Institute of Education
University of London
Susan Hallam
Alison Kirton
Jack Peffers
Pamela Robertson
Gordon Stobart

This document is also available in pdf format (981k)

Contents

1. Executive summary
1.1 Background
1.2 Aims of the evaluation
1.3 Methodology
1.4 Analysis of data
1.5 Findings
1.6 Comparison between primary, special and secondary schools
1.7 Sustainability
1.8 Dissemination
1.9 Recommendations

2. Introduction
2.1 The Future Learning and Teaching (FlaT) Programme
2.2 Background and context for the Assessment is for Learning Development Programme
2.3 Support for Professional Practice in Formative Assessment
2.4 Formative Assessment
2.5 Aims of the Evaluation

3. Methodology
3.1 Design of the evaluation
3.2 Existing and emerging documentation
3.3 Interviews
3.4 Attendance at meetings
3.5 Field visits
3.6 Observation of classes
3.7 Phase 2 of the evaluation
3.8. Analysis of data

4. Phase 1 of the Evaluation: Findings relating to Primary and Special Schools
4.1 Aims and implementation of the project
4.2 Formative assessment strategies implemented
4.3 Use of resources
4.4 Record keeping
4.5 Development of the project
4.6 Difficulties in implementation
4.7 Effects on pupils
4.8 Effects on teachers
4.9 Perceived outcomes in relation to the whole school learning climate
4.10 Parental involvement and response to the project
4.11 Factors contributing to success
4.12 Challenges
4.13 Comparator schools
4.14 Dissemination
4.15 Summary of impact on Primary and Special Schools

5. Phase 1 of the Evaluation: Findings relating to Secondary Schools
5.1 Scope of implementation of the project
5.2 Development of the project
5.3 Difficulties experienced in the implementation of the project
5.4 Impact on pupils
5.5 Impact on teachers
5.6 Perceived outcomes for the whole school
5.7 Parental involvement
5.8 Factors contributing to success
5.9 Challenges
5.10 Comparator schools
5.11 Dissemination
5.12 Summary of impact on secondary schools

6. Phase 1 of the Evaluation: The role of the Education Authority
6.1 Dissemination

7. Phase 1 of the Evaluation: The role of the project development team
7.1 Early stages
7.2 Overall support

8. Phase 1 of the Evaluation: Perceived effects of the project for pupils

9. Phase 1 of the Evaluation: Perceived effects of the project on teachers, pedagogy and parents

10. Phase 2 of the evaluation
10.1 Scope of Phase 2 of the evaluation
10.2 Primary schools
10.3 Secondary schools

11. Assessment for learning in a Special School
11.1 Background
11.2 Implementation of the project
11.3 Impact on learning and teaching
11.4 Sustainability

12. Phase 2 of the evaluation: Perceived effects of the project for pupils

13. Phase 2 of the evaluation: Perceived effects of the project on teachers, pedagogy and parents

14. Comparison between primary, special and secondary schools

15. Conclusions
15.1 Pupils
15.2 Teachers and teaching
15.3 School development
15.4 Parental involvement
15.5 Factors contributing to success
15.6 Obstacles to success
15.7 Education Authorities
15.8 Project management
15.9 Policy
15.10 Dissemination

16. Recommendations

17. References

18. Appendices

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