Evaluation of Project 1 of the Assessment is for Learning Development Programme:
Support for Professional Practice in Formative Assessment
Final Report
12. Phase 2 of the evaluation: Perceived effects of the project for pupils
In Phase 2 of the evaluation, as in Phase 1, the teachers in the schools visited were asked to indicate the extent to which the project had been successful in improving pupil learning, motivation, concentration, behaviour, attainment, learning skills and the quality of their work. They were also asked if the learning climate in the school had been enhanced. Across all of the schools considerable success was reported in relation to all of these. The least successful aspect was behaviour, largely because the behaviour of the pupils was already good. See Table 5 and Figure 3 for details.
Table 5: Teachers' perceptions of the effects on pupils in Phase 2 of the evaluation
| Very successful | Successful | Quite successful | Relatively successful | No impact |
Improving pupil learning | 41% (7) | 59% (10) | | | |
Improving pupils motivation | 53% (9) | 35% (6) | 12% (2) | | |
Improving pupil concentration | 41% (7) | 53% (9) | 6% (1) | | |
Improving pupil behaviour | 24% (4) | 12 % (2) | 41% (7) | | 18% (3) |
Improving pupil attainment | 20% (3) | 73% (11) | 7% (1) | | |
Improving the quality of pupil work | 41% (7) | 47% (8) | 6% (1) | | 6% (1) |
Improving pupils' learning skills | 47% (8) | 35% (6) | 12% 2) | | 6% (1) |
Enhancing the learning climate in the school | 25% (4) | 50% (8) | 13% (2) | 6% (1) | 6% (1) |
Figure 3: Mean teachers' perceptions of the effects on pupils in Phase 2 of the evaluation
These findings are very similar to those in Phase 1 of the evaluation indicating that the impact is sustained when the project continues for longer.