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
