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

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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

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

In Phase 2 of the evaluation, as in Phase 1, teachers were asked to evaluate the impact of the pilot on their understanding of formative assessment and aspects of their pedagogy. They were also asked to indicated whether the pilot had had an impact on parental involvement. Details are given in Table 6 and Figure 4. Overall, teachers agreed that the pilot had been successful in increasing their understanding of formative assessment, changing their pedagogy, increasing the extent of questioning, improving the quality of questioning, and increasing the level and quality of discussion (the latter were not applicable to some of the teachers in the special school). There was strong agreement that there had been an increased focus on pupil needs and that teacher motivation had been enhanced. There was less agreement that parental involvement had been enhanced.

Table 6: Perceived effects of the project on teachers, pedagogy and parents

Very successful

Successful

Quite successful

Relatively successful

No impact

Teachers' understanding

41% (7)

59% (10)

Changing pedagogical practice

29% (5)

47% (8)

18% (3)

6% (1)

Changing assessment practice

12% (2)

59% (10)

29% (5)

Increasing the extent of questioning

50% (6)

25% (3)

8% (1)

17% (2)

Improving the quality of questioning

50% (6)

25% (3)

8% (1)

17% (2)

Increasing the level of discussion

50% (6)

33% (4)

17% (2)

Improving the quality of discussion

33% (4)

42% (5)

25% (3)

Increasing the focus on pupil needs

63% (10)

37% (6)

Enhancing teacher motivation

56% (9)

38% (6)

6% (1)

Enhancing parental involvement

14% (2)

14% (2)

30% (4)

6% (1)

36% (5)

Figure 4: Impact on teachers, pedagogy and parents' involvement

Figure 4