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Formative assessment
- Principal focus of the project
This project focused on analysing results from an exercise using the dexterity subtest from the DASH handwriting assessment as a measurement of manual dexterity in catering learners, which is recognised as a key skill in catering. This was backed up with questionnaires for the learners to assess how they felt their manual dexterity had developed over the duration of the course. The results of these tests were statistically analysed in order to provide evidence-based conclusions. In particular, the project looked for improved results in accuracy, which is important in catering presentation.
Areas of learningModified: September 2020Created: July 2017 - Principal focus of the project
The project focused on using ELTwell and CAML assessment materials among ESOL groups with diverse first languages to understand differences in learner progress. The researcher compared the results with the average scores for these assessments among other groups to assess letter formation, fluency and speed of writing, and levels of concentration. Tutors also completed questionnaires to assess the perceived difficulties with English literacy and their access to assessment materials for learning differences in their groups.
Areas of learningModified: September 2020Created: July 2017 - Principal focus of the project
The project focused on tracking the progress of two groups of learners, one using a new technology-based punctuation lesson plan, and another using the original lesson plan as a control group. The researcher used a series of questions answered before and after a lesson to determing improvements made within the groups.
Areas of learningModified: September 2020Created: July 2017 - Principal focus of the project
The project worked with a small group of students, exploring their existing attitudes to empathic reaction training, and working with them to deliver it. Both formative and summative assessments were used across the research to provide data, interactive theory lessons were delivered that aimed to teach certain empathic skills, and learners taking part were invited to comment on the perceived benefits or difficulties of taking part in the project.
Areas of learningModified: September 2020Created: July 2017 - Principal focus of the project
The project's focus was to explore how effective interactive resources were in supporting Apprentices achieve their Functional Skills English and Maths in a timely fashion, and how much face to face support was needed if interactive resources were in place.
Areas of learningModified: September 2020Created: July 2017 - Principal focus of the project
The project set out to evaluate the effects and impacts of a personalised programme of education and trianing tailored to individual needs and organsied around the concept of a physically enabling , combined living and learning environment. The researcher concluded that a pilot programme had been insufficicantly far reaching and lacked standardisation and used this experience to develop a much broader programe through 3 further iterative development stages. The goal was to ensure that learners with severe, complex and challenging behaviours benefitted from effective personalised teaching, learning and assessment, via a new competency curriculum tailored to their needs and interests
Areas of learningModified: July 2020Created: July 2017 - Principal focus of the project
This project aimed to explore the impact on learners of colour (as overlays or as coloured paper) on learners' reading speed, comfort, accuracy, concentration and progression. It gathered and triangulated evidence froma sample of 22 learners (9 school leavers and 13 adult learners) via questionnaires, reading age and reading speed tests(before and after) and other learner feedback from interviews.
Areas of learningModified: September 2020Created: July 2017 - Principal focus of the project
This series of abstracts focussed on studies on teaching and learning, teacher training, collaborative planning, outreach design, widening participation, under-representation of males in art & design, CPD, curriculum design, Joint Practice Development (JPD), project-based learning, learner engagement, informal learning, mentoring, mental health.
Areas of learningModified: September 2020Created: September 2017 - Principal focus of the project
This project explored in particualr the impact of tiered differentiation on a range of vocational learners.
Areas of learningModified: January 2021Created: January 2021 - Principal focus of the project
This project explored strategies to engage students in thinking about their learning through high quality feedback.
Areas of learningModified: January 2021Created: January 2021