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Assessment
For Learning Resources |
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School:
Redhill School |
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Fellow: Victoria Baggott |
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Email: vbaggott@redhill.dudley.gov.uk |
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Final report: |
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Background |
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The Gatsby Teachers Fellowship first came to my attention when the head teacher at my current school presented me with a newspaper clipping from the TES. Having only just completed my NQT year you can appreciate my initial concern, especially when at the first glance all I could see was a Technology position advertised in another part of the country! Luckily when I did turn the clipping over I was both relieved and extremely interested to read about the Gatsby teacher’s fellowship and the work that fellow teachers were undertaking. Unbelievably, that was just over 15 months ago. Since submitting and being successful with my application, the Gatsby Teachers fellowship has provided me the support and financial assistance to research into the area of Assessment for Learning (AFL), an area that I am extremely passionate about. |
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The project aim: - |
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The aim of my fellowship project was to design, develop and deliver a collection of ICT and paper based resources that would help formalise and structure the delivery of assessment for learning within the classroom, without adding to the teacher’s ever increasing workload. The resources were to include a number of self and peer assessment activities that would help to enhance existing departmental schemes of work, whilst also providing opportunities for both the student and teachers to review and record progress. |
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Phase 1 Research - |
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Phase one of my research was to identify the AFL activities that were already taking place within the classroom. For this I looked at resources and methodologies both in and outside of my school. Consulting with fellow teachers and looking at the research work of those who have already explored the area of AFL. I then audited my findings as to what was and was not appropriate towards the work we were undertaking within the department. |
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Phase 1 Outcome - |
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Based on my findings, I took a selection of the collated resources and formalised their implementation into the lesson by incorporating them as starter and plenary activities within the students work booklets. |
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Sharing objectives and level progression descriptors with the student is important to me, not only does it enable the students to see where they were in their own learning, but it also allows them to see what they need to do to progress. National curriculum level statements can often be confusing and hard to follow, so I decided to map the statements into child friendly speak, whilst also providing a framework for the students to monitor and record their own progress. This framework runs alongside the statements and is designed to encourage independent learning. So far the statements have been successful and the students enjoy being responsible for their own development. Students have also enjoyed receiving tailored extended learning activities, specific to their own needs. |
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Phase 2 Research - |
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If we expect students to present work of a high standard, then I believe that as teachers we too should be prepared to present materials and resources of an equally high standard. |
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Obtaining images and videos of workshop equipment was not an easy task and those that I could get hold of were quite expensive, so I decided to use part of my funding to purchase a video camera and a laptop to enable me to generate my own resources. Whilst producing these videos (A somewhat entertaining task!), I decided to also record a ‘How not to’ version for trialling within the classroom. In previous lessons I had discovered that a number of students were quick to respond to what was not being done correctly rather than what was. I thought the ‘How not to’ videos would be a perfect opportunity to investigate this further. |
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Phase 2 Outcome -
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The images are extremely useful, not only for incorporating into work booklets, but also for display purposes and for extended learning tasks over the portal. The ‘How to’ and ‘How not to’ videos have also proved to be extremely successful, equipment demonstrations still take place during the lessons by the teacher, but the ‘How not to’ videos are then used in the follow-up lesson as a reflection exercise. Students are confident when identifying incorrect working procedures and help each other identify safe working procedures within the classroom. |
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Phase 3 Research - |
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2007 fellow Helen Cushion based her project around Literacy within Design and Technology (D&T), highlighting its importance within the classroom, an area I am in agreement with. I found that those students within my class who achieved higher levels in English were more confident performing written activities compared to those who achieved lower levels; interesting it didn’t necessarily make them a better technologist. When talking to those students with lower achievement levels in English in most instances they were far more confident talking to me about the work that they had or were going to perform, but simply didn’t have the necessary skills and confidence to transfer their thoughts onto paper. It was at this stage that I decided to use the camera I had purchased to create a video diary of the work they were undertaking. Students were encouraged to record their thoughts and ideas at different stages throughout the project. |
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Phase 3 Outcome - |
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The students video clips are placed on the portal within their e-portfolios, when time is available they write a brief script within their booklets to support what they have discussed on camera. This has helped to create a positive classroom environment, behavioural issues that have previously been linked to those students who struggle to perform certain tasks are far fewer. The use of the camera and peer work has also helped to develop the student’s higher level questioning skills. Initial tests have indicated that the students have benefited from using the video camera to record their ideas and thoughts. |
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Phase 4 Research - |
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Through links with other teachers the LEA has become aware of the work that I have been undertaking as part of my Gatsby Project. I have been approached by them to trial a selection of mini Asus within the classroom over a period of seven months. The LEA is keen to introduce the Asus into schools and thought that they might benefit the AFL work that I am undertaking. |
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At times throughout the lesson, students require access to a computer, sometimes for 5 minutes other times longer. Gaining access to a computer room can be a problem especially when you can only book hour slots. |
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Phase 4 Outcome - |
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Although in the early stages of trialling, the wireless computers have become a welcomed tool within the department. They have a video facility which means that the students can instantly record their findings and upload them to the portal, internet access means that research activities can be undertaken when required and design software has enabled those students with weaker design skills to be able to confidently communicate their ideas.
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Through the LEA I have also been invited to a meeting in September to discuss my research work with Professor Richard Kimbell. |
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Product presentation |
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Having developed and trialled resources and methodologies within and outside my department over the last fifteen months, I am now intending to collate my research work onto CD/DVD, which will hopefully be available for the July presentation. With project work still scheduled to take place over the next four months it is anticipated that there will certainly be a follow up CD/DVD of resources. |
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Product evaluation |
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Evaluation has taken place by the students and staff within my school and been credited by colleagues. It is intended to use links within Dudley and Staffordshire LEA to help disseminate the resources for further wider evaluation. |
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What next |
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It is my intention to fully trial the resources and respond to the feedback provided. In the position of head of department I will be in a much stronger position to help ensure that the work I have undertaken is fully utilised within the department. I am also looking forward to disseminating my research to other schools. |
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Reflection |
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During the past 15 months I have generated resources, developed methodologies, lead discussion groups, delivered school insets, been invited to be a TEP associate, asked to deliver a seminar at the D&T show, been involved in an LEA pilot scheme, invited to meet with Professor Richard Kimbell to talk about AFL and from September will be taking on the position of Head of department.
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In reflection has a Gatsby teacher’s fellowship helped my teaching career? I think that the above speaks for itself! The fellowship has certainly provided a spring board for me to move forward and a reason for me to delve further into formative assessment. |
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I have thoroughly enjoyed the work (Although intense at times) that I have undertaken, not only have I personally found it rewarding but the data from the three groups that I trialled the resources with has indicated that they too have benefited from the work that I have undertaken, with100% of the students being either on or above their target level. |
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Thank you |
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I would like to thank the following people and institutions for supporting this project.
Mr Allen Bower – My mentor and Staffordshire LEA advisor, for all his help and support during this project (And for keeping me sane). Mr Brian Heavisides – Head Teacher Redhill School for his support, N Baldwin – Technology Enhancement Project for the offer to become a TEP associate, my husband for putting up with me working late nights and of course Gatsby Teacher Education Projects (GTEP) for all their help and support. |
