tag:blogger.com,1999:blog-3190736004574847822024-02-22T12:11:50.261-08:00Joanna's blog: a collection of thoughts about education and assessment for learningJoanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.comBlogger71125tag:blogger.com,1999:blog-319073600457484782.post-58934104948840160752021-02-26T12:35:00.006-08:002021-02-26T13:30:02.689-08:00Daunting Prospect of “Catch-up”<p> <span style="-webkit-text-size-adjust: auto; font-family: Cambria, serif;">As a passionate educationalist, I firmly believe in the value of education and the contribution it makes to social mobility and personal fulfilment. The biggest live experiment in education ever to take place during this pandemic is a testimony to rapid adaptability of young people to the new ways of learning. Although the facilitation of remote education deserves to be highly praised, my focus is on our young people, especially their motivation and commendable flexibility with embracing homeschooling. I am full of admiration for all children, and in particular the youngest, who have demonstrated maturity, resilience and perseverance with on-line learning, not to mention some ingenuity with resourceful avoidance tactics in some instances! Where barriers between home, play and school are blurred, our young people showed courage and determination with learning remotely.</span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-family: Cambria, serif; margin: 0cm;"><o:p></o:p></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-family: Cambria, serif; margin: 0cm;"><o:p> </o:p></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-family: Cambria, serif; margin: 0cm;">Acknowledging unequal access to technology, not all children would have had the same learning experience. However, given all the uncertainty and the social isolation, I feel particularly uneasy with the rhetoric of “catch-up” and “no child left behind”. Such narratives are hardly positive or inspirational, indicating an element of failure from the start and, inadvertently, reinforcing it. In aiming for improvement, we must focus on personal growth and on every child succeeding. The narratives of “catch-up” and “every child succeeds” convey different messages as well as attitudes to growth. Crucially, we need to put the emphasis on personalisation of learning, where every child re-starts from their own place, not from where we think they should be. <o:p></o:p></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-family: Cambria, serif; margin: 0cm;"><o:p> </o:p></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-family: Cambria, serif; margin: 0cm;">Let’s put the well-being of our young people at the forefront of their return to schools with plenty of opportunities for social interaction with peers, creative pursuits and physical development. In the words of Pasi Sahlberg, “let them play” to aid their intellectual development and well-being. <o:p></o:p></p>Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-19816583927408982172021-02-26T12:15:00.006-08:002021-02-26T12:15:59.615-08:00Neurodiversity: how to improve educational outcomes of children born preterm?<p> A guest blog post written for the Education & Training Foudation</p><p><a href="https://www.et-foundation.co.uk/blog/tlpd/child-development-how-to-improve-educational-outcomes-of-children-born-preterm/">https://www.et-foundation.co.uk/blog/tlpd/child-development-how-to-improve-educational-outcomes-of-children-born-preterm/</a></p>Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-39867870461329517162020-11-23T06:08:00.000-08:002020-11-23T06:08:43.291-08:00Child Development: how to improve educational outcomes of children born preterm?<p> <b style="-webkit-text-size-adjust: auto; font-family: Cambria, serif; text-align: center;"><span style="font-family: Calibri, sans-serif;">Child Development: How to Improve Educational Outcomes of Children Born Preterm?</span></b></p><style class="WebKit-mso-list-quirks-style">
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</style><p align="center" class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: center;"><b><span style="font-family: Calibri, sans-serif;"> </span></b></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;">In the UK, in an average sized classroom two to three children are likely to have been born preterm. Whilst the numbers of children born preterm are rising, there has been very little training available to education professionals: teachers, educational psychologists, nursery nurses or teaching assistants, with regard to the potential learning difficulties that these children can encounter in early years settings or schools. For these reasons, it is particularly important that teacher training signposts to the evidence-based educational resources for children born prematurely - PRISM resources </span><a href="http://www.pretermbirth.info/"><span style="font-family: Calibri, sans-serif;">www.pretermbirth.info</span></a><span style="font-family: Calibri, sans-serif;">. These resources, aimed at education professionals, do not only raise the awareness of the impact of prematurity on learning, but they also highlight a range of strategies that can be used to improve educational experience of these children, ultimately leading to improving their life chances. These high quality research-informed PRISM resources are available FREE on-line. <o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;">Having worked in education and with a SEND background, I am keen to raise important understanding of the potential needs of these children to bridge the gap between healthcare and education. Additionally, learning from my experience of developing NICE guidelines for the follow-up of children born preterm (</span><a href="https://www.nice.org.uk/guidance/qs169/resources/developmental-followup-of-children-and-young-people-born-preterm-pdf-75545608839109"><span style="font-family: Calibri, sans-serif;">https://www.nice.org.uk/guidance/qs169/resources/developmental-followup-of-children-and-young-people-born-preterm-pdf-75545608839109</span></a><span style="font-family: Calibri, sans-serif;">) and subsequently making a contribution to the development of PRISM resources, I feel that I am well placed to raise awareness among education professionals of the potential risk factors and learning needs of this cohort of children. Moreover, it is critical that any quality training for education professionals should include evidence-based information that is relevant to the career. This is particularly imperative when information applies to 8% of school population, especially that education professionals have very limited knowledge of this particular area of child development. Moreover, a national survey of teachers and educational psychologists (Johnson S. et al., 2015) reveals that education professionals’ poorest areas of knowledge related to the most frequent adverse outcomes following preterm birth. </span><span lang="EN-US" style="font-family: Calibri, sans-serif;">This survey highlights some worrying gaps in knowledge. For example, only 8% of teachers knew that mathematics difficulty is a particular deficit after preterm birth while 88% held a mistaken belief that most very preterm children experience developmental delays as a toddler; only 11% to 18% of teachers and EPs knew that very preterm children are likely to be inattentive or have poorer peer relationships than term-born children.</span><span lang="EN-US" style="font-family: Calibri, sans-serif; font-size: 16pt;"></span><span style="font-family: Calibri, sans-serif;">Since children born preterm have a notable absence of an increased risk for hyperactivity or impulsivity and conduct disorders,</span><span style="font-family: Calibri, sans-serif; font-size: 16pt;"> </span><span style="font-family: Calibri, sans-serif;">it is crucial to recognise their difficulties early to ensure appropriate provision to meet their specific needs.<o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif; font-size: 10pt;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;">Research asserts that:<o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;"> <i>…education professionals receive very little training about the impact of preterm birth on children’s development and learning and have poor knowledge of how to support preterm-born children in the classroom. In a recent national survey, only 16% of teachers had received any training about preterm birth and over 90% expressed the need for training. As teachers have primary responsibility</i> for supporting the learning and development of preterm born children in the long term, this represents a significant public health concern. (Johnson, S. et al., 2019).<i><o:p></o:p></i></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><i><span style="font-family: Calibri, sans-serif;"> </span></i></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;">To address this gap in knowledge and training, it is crucial that any new training or qualification for professionals working with children in education or early years settings, includes high quality evidence-based resources on how to improve the outcomes of children born preterm. Furthermore, as “preterm birth places children at an increased risk for a range of developmental problems and disorders later in life” and “this disadvantage persists throughout the lifespan with fewer preterm-born adults having completed high school and undertaken higher education” (Johnson, S. et al., 2019), this issue is not only of concern to professionals working in primary school or early years settings. Clearly, awareness of prematurity and potential learning difficulties is applicable to all educational settings so appropriate teaching and learning strategies can be used for improved outcomes. <o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;">As an experienced educator and an expert on learning, I cannot emphasise enough how fundamental it is for all staff working with children to have the right level of knowledge with regard to child development, including the impact of birth problems on subsequent cognitive, sensory or physical development. Free access PRISM e-resources provide valuable information for adults working with children on risk factors for child development and expected milestones. Despite significant improvements in neonatal care, to date there is no evidence of improved long-term outcomes for these young people. Moreover, the experts highlight that:<o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;"> <i>The continued increase in preterm birth rates for extremely preterm babies </i>[born <27 weeks gestation] <i>means that there are increasing numbers of preterm survivors entering societies year on year. This results in greater demands being placed on education systems and their professionals to identify difficulties and provide support for these children in the long term.<o:p></o:p></i></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><i><span style="font-family: Calibri, sans-serif;"> </span></i><span style="font-family: Calibri, sans-serif;">(Johnson, S. et al., 2019).<o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;">According to evidence, these particular areas may require additional support:<o:p></o:p></span></p><p class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: Calibri, sans-serif;">Difficulties with mathematics<i><o:p></o:p></i></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: Calibri, sans-serif;">Inattention<i><o:p></o:p></i></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: Calibri, sans-serif;">Working memory difficulties<i><o:p></o:p></i></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: Calibri, sans-serif;">Slow processing speed<i><o:p></o:p></i></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: Calibri, sans-serif;">Poor hand-eye co-ordination<i><o:p></o:p></i></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: Calibri, sans-serif;">Social and emotional problems<i><o:p></o:p></i></span></p><p class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: Calibri, sans-serif;">Sensory impairments<i><o:p></o:p></i></span></p><p class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-align: justify; text-indent: -18.0pt; text-justify: inter-ideograph;"><!--[if !supportLists]--><span style="font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;">·<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: Calibri, sans-serif;">Poor fine and gross motor skills<i><o:p></o:p></i></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;">However, as these children’s development is different to children born full term, it is important to understand that preterm children have different developmental mechanisms behind their difficulties than term born children. For example, inattention can be linked to poor working memory or visual impairment, rather than attention-deficit-hyperactivity disorder as known in term-born children. It is also worth noting that the attainment of these children is often lower by comparison with peers and some may never attain at the same level as their peers born at term. <o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;">For these reasons, and to minimise external interventions, it is important for any professionals working with children to engage with these interactive free e-learning resources, which are the only kind of resources available worldwide. An early evaluation of these resources indicates that they have “substantially improved teachers’ knowledge of preterm birth and their confidence in supporting preterm children in the classroom.” (Johnson, S. et al., 2019). This is why the access to these resources provides another important dimension to the study of child development as part of continuous teacher training and professional development.<o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><u><span style="font-family: Calibri, sans-serif;">References<o:p></o:p></span></u></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><u><span style="font-family: Calibri, sans-serif;"> </span></u></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span lang="EN-US" style="font-family: Calibri, sans-serif;">Johnson S. et al. (2015) <i>Developmental Medicine & Child Neurology. </i>Vol. 57, Issue 6<o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span lang="EN-US" style="font-family: Calibri, sans-serif;">Johnson S. et al. (2019) <i>Improving developmental and educational support for children born preterm: evaluation of en e-learning resource for education professionals. </i>BJM Open 2019; 9.<o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span lang="EN-US" style="font-family: Calibri, sans-serif;">NICE Guidance: <i>Developmental follow-up of children and young people born preterm, </i>August 2017</span><span lang="EN-US" style="font-family: Calibri, sans-serif;"></span><a href="https://www.nice.org.uk/guidance/ng72"><span lang="EN-US" style="font-family: Calibri, sans-serif; text-decoration: none;">https://www.nice.org.uk/guidance/</span></a><a href="https://www.nice.org.uk/guidance/ng72"><span lang="EN-US" style="font-family: Calibri, sans-serif; text-decoration: none;">ng72</span></a><span lang="EN-US" style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span lang="EN-US" style="font-family: Calibri, sans-serif;">PRISM resources: <i>Premature Infants’ Skills in Mathematics, </i>University of Nottingham:</span><span lang="EN-US" style="font-family: Calibri, sans-serif;"></span><a href="http://www.pretermbirth.info/"><span lang="EN-US" style="font-family: Calibri, sans-serif; text-decoration: none;">http://www.pretermbirth.info</span></a><span style="font-family: Calibri, sans-serif;"><o:p></o:p></span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><u><span style="font-family: Calibri, sans-serif;"> </span></u></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><b><span style="font-family: Calibri, sans-serif;">Dr Joanna Goodman, EdD, FCIEA is an independent Education Consultant. Her experience includes senior school leadership, inspecting education providers, teacher training, school improvement, curriculum and assessment development, leadership development and academic research. She is published in educational and clinical journals. Joanna is an expert panel member for developing T Level qualification in Education and Childcare.<o:p></o:p></span></b></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><b><span style="font-family: Calibri, sans-serif;"> </span></b></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><b><span style="font-family: Calibri, sans-serif;">Dr Goodman provides training on the impact of prematurity on schooling and the use of PRISM resources.<o:p></o:p></span></b></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><b><span style="font-family: Calibri, sans-serif;"> </span></b></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;"> </span></p><p class="MsoNormal" style="-webkit-text-size-adjust: auto; font-size: medium; text-align: justify;"><span style="font-family: Calibri, sans-serif;"> </span></p>Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com6tag:blogger.com,1999:blog-319073600457484782.post-87514061639003994452020-03-30T11:33:00.002-07:002020-04-27T15:47:25.658-07:00Covid-19: Homeschooling and what it means for education<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
We
are living through what could be described as the biggest global experiment in
education.<span style="mso-spacerun: yes;"> </span>The new norm is teaching and
learning which are not tied to space.<span style="mso-spacerun: yes;"> </span>I
have been discussing virtual learning and the application of AI in education
before, but it has now become a sudden reality and an unintentional consequence
of the current pandemic.<span style="mso-spacerun: yes;"> </span>Around the
world, schools are responding to this mammoth challenge in various ways and
with various degrees of their on-line capabilities.<span style="mso-spacerun: yes;"> </span>A huge consideration is the availability of
technological resources by individual children as well as the adequate parental
supervision, and the provision of the suitable environment for distance leaning
in children’s own homes.<span style="mso-spacerun: yes;"> </span>While some
schools have been able to provide laptops for their students to learn from
home, this has not been the case for every child.<span style="mso-spacerun: yes;"> </span>Additionally, not every household around the
world has access to the Internet from home.<span style="mso-spacerun: yes;">
</span>These inequalities will, without doubt, have an impact on widening even
further the gap in educational achievement between the disadvantaged and more
privileged young people.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
However,
I predict that this live experiment in providing education remotely on such a
large scale will have some huge long-term benefits, including the rapid
development, and implementation, of on-line learning solutions, leading to the
expansion of virtual schools and virtual learning environments. <span style="mso-spacerun: yes;"> </span>In practice, this has the potential to
revolutionise traditional schooling. <span style="mso-spacerun: yes;"> </span>Although the social aspect of school education
plays a huge part in young people’s development, and learning is essentially a
social activity, the potential for future gains cannot be denied.<span style="mso-spacerun: yes;"> </span>Greater application of information
technology into everyday learning, including virtual schools and AI technology,
have the ability to provide a more personalised teaching and learning
experience for a truly individualised learning that is well-matched to each student’s
individual learning curve.<span style="mso-spacerun: yes;"> </span>Thus learning
according to age and ability, and modified to meet particular learning needs,<span style="font-family: "cambria"; font-size: 12.0pt;"> could</span> become more of a reality with the greater use
of adaptable on-line/virtual learning solutions, including novel ways to tackle
homework or to monitor pupils’ progress, or communicating with parents. Moreover,
adaptable on-line learning solutions capable of adjusting instruction
accordingly, are conducive to the development of learning mastery, through
increased intrinsic motivation, thus leading to greater learning independence.<br />
<br />
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The
modes of curriculum delivery have a direct impact on student assessment,
because assessment is an integral part of any curriculum.<span style="mso-spacerun: yes;"> </span>This academic year, as the pandemic catastrophe
deepens, public examinations, quite rightly, are being suspended.<span style="mso-spacerun: yes;"> </span>The overriding factor in decision-making is
that the young people due to sit public examinations, starting from early next
term, cannot be disadvantaged by the circumstances beyond their control and
must be treated fairly.<span style="mso-spacerun: yes;"> </span>Although for the
assessment professionals and examining bodies this comes as a shock too, the measures
to be employed in awarding students’ results will include comprehensive
assessment data kept on students by schools.<span style="mso-spacerun: yes;">
</span>These data comprise students’ prior attainment, on-going teacher
assessment and predicted grades, which, in combination with statistical
analyses utilised by the awarding bodies, will determine students’ final
results.<span style="mso-spacerun: yes;"> </span>Looking ahead, I feel that more
benefits may follow with regard to the nature of end assessment/public
examinations, leading to a proper reflection on what is important in our assessment
systems.<span style="mso-spacerun: yes;"> </span>Re-examining situational
learning as well as more flexible learning environments –learning not space
dependent – should lead to more reflection about what is important in our
qualifications and examinations systems and what are the best ways to evaluate
young people’s achievements in preparation for their next stages.<o:p></o:p></div>
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Right
now, there are some other pressing issues surrounding homeschooling and how to
enable young people to make progress with their academic work… Primary school
children, understandably, need more direction, encouragement and support with
their learning at home.<span style="mso-spacerun: yes;"> </span>However, all
young people benefit from a set routine – something that schools are great at
providing because of the way learning in schools is organised.<span style="mso-spacerun: yes;"> </span>Although it would be difficult to emulate
rigorous school routines at home, which give young people the security of
knowing what to expect next, sticking to some routines is helpful to managing
learning and time at home during this crisis.<span style="mso-spacerun: yes;">
</span>As all academic learning involves <u>reading,</u> <u>writing </u>and <u>mathematics</u>,
these should be seen as the cornerstones of all learning.<span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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To
help with organisation and realistic aims of what is manageable in every
household, at least three hours, with short breaks, should be set for the
purpose of home learning.<span style="mso-spacerun: yes;"> </span>Some parents
may have to juggle working from home with looking after their children.<span style="mso-spacerun: yes;"> </span>Under the circumstances, it is useful to
consider a “week” as seven days, rather than a 5-day working week.<span style="mso-spacerun: yes;"> </span>This will provide more flexibility with
organising learning for any 5 days of the week.<span style="mso-spacerun: yes;"> </span>Depending on the guidance from schools, it
may be overwhelming for parents to know where to start.<span style="mso-spacerun: yes;"> </span>Where available, guidance from schools should
be used in the first instance.<span style="mso-spacerun: yes;"> </span>Many
quality resources, including curriculum on-line for different key stages in
education, provide useful guidance for different ages in education.<span style="mso-spacerun: yes;"> </span>Home environments are also conducive to
engaging with creative and imaginative work.<span style="mso-spacerun: yes;">
</span>A good example of engaging with written and creative work at any age is
keeping a daily diary and, as the days in home isolation progress, young people
can get more creative and imaginative with describing their feelings, changing
moods and using interesting vocabulary in their descriptions.<span style="mso-spacerun: yes;"> </span>Younger children can start with single words
(nouns) and then adjectives to describe them, leading to some sentences and
making illustrations to support their ideas.<span style="mso-spacerun: yes;">
</span>Incidental learning at home can provide another dimension to formal
academic learning and supplement it through family discussions, private
reading, games or interactions with siblings, or friends via video calls; this
also adds a social dimension to all the interactions.<span style="mso-spacerun: yes;"> Above all, do not succumb to 'death by worksheet' and use playtime or exercise outings with children as opportunities for learning and exploring, and extending different facets of thinking and creativity. Covid-19 itself can be used as a starting point for learning, for example, with regard to geography, science, mathematics or ethics, where the scarcity of resources can be considered. </span>Grandparents can be involved with reading
stories or singing/performing music via video calling apps.<span style="mso-spacerun: yes;"> </span>Successful homeschooling is underpinned with
careful planning.<span style="mso-spacerun: yes;"> </span>Being able to stick to
weekly plans negotiated with children regarding their academic activities and
general routines, will assist not only with greater accomplishments, but also
with calmer households.<o:p></o:p></div>
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<div class="MsoNormal" style="text-align: justify; text-justify: inter-ideograph;">
Predicting
academic and personal growth of young people by the end of this catastrophe, is
difficult.<span style="mso-spacerun: yes;"> </span>We are living through the
biggest educational experiment of our times, if not ever, and only history will
tell…<span style="mso-spacerun: yes;"> </span>My personal view is that, if
families are serious about the achievement of their children, we may have a
reason to celebrate when they eventually return to school.<o:p></o:p></div>
Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-75668153418937638822019-11-06T15:15:00.001-08:002020-04-06T07:13:36.440-07:00T Levels are the answer to a better and more skilled workforce, published in Nursery World, 04/11/2019<a href="https://www.nurseryworld.co.uk/opinion/article/t-levels-are-the-answer-to-a-better-trained-and-more-skilled-workforce" target="_blank">https://www.nurseryworld.co.uk/opinion/article/t-levels-are-the-answer-to-a-better-trained-and-more-skilled-workforce</a>Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-24507835479387474162018-11-11T06:52:00.001-08:002018-11-11T06:52:10.335-08:00What are T levels?<a href="https://www.schoolentrancetests.com/2018/10/what-are-t-levels/" target="_blank">https://www.schoolentrancetests.com/2018/10/what-are-t-levels/</a><br />
<br />
<br />Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com4tag:blogger.com,1999:blog-319073600457484782.post-35174597548707509422018-10-13T16:39:00.003-07:002018-10-13T16:39:26.293-07:00T levels: Why I'm working to make them a successJoanna Goodman explains why she joined the T level panel developing the new education and childcare qualification<br />
<br />
<a href="https://www.tes.com/news/t-levels-why-im-working-make-them-success" target="_blank">https://www.tes.com/news/t-levels-why-im-working-make-them-success</a>Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-73800567225467477842018-08-27T01:16:00.000-07:002018-10-02T16:32:18.696-07:00Changing the Perception of Vocational Education Through the Introduction of T Levels: technical qualifications for young people at 16+<div align="center" class="MsoNormal" style="text-align: center;">
<u><span lang="EN-US">My
involvement in developing T Levels in Education and Childcare as an expert
panel member <o:p></o:p></span></u></div>
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<br /></div>
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<span lang="EN-US">I was excited at the prospect of developing
these new technical qualifications.<span style="mso-spacerun: yes;"> </span>I
believe in greater choice of quality qualifications for young people aimed at
equipping them with relevant knowledge and skills valued by employers. <span style="mso-spacerun: yes;"> </span>In the UK, unlike in some other countries,
for example, Germany, vocational or technical qualifications have been largely
undervalued and, up till now, have had a variable record of adequately
preparing young people for successful employability.<span style="mso-spacerun: yes;"> </span>To remain competitive, all economies require
a skilled workforce with the capacity to learn and develop in order to keep up
with the changing demands and technological advancements.<span style="mso-spacerun: yes;"> </span>It is therefore crucial that young people
have the opportunity to pursue different high quality routes leading to secure
employment.<span style="mso-spacerun: yes;"> </span>Lord Sainsbury, Chairman of
the Independent Panel on Technical Education concluded:<o:p></o:p></span></div>
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<br /></div>
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<i style="mso-bidi-font-style: normal;"><span lang="EN-US">For too long the only educational opportunity that
many young people have had is to take technical qualifications that fail to
equip them with the knowledge and skills that employers value, and that are
needed to progress to higher technical education.<o:p></o:p></span></i></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="mso-tab-count: 1;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US">Having been involved with developing T Levels
in Education and Childcare, I feel that these qualifications will provide a
real opportunity for young people at 16+ to pursue technical education specific
to their chosen career.<span style="mso-spacerun: yes;"> </span>Whilst there is
academic value in studying for a higher education degree, this is a costly option and many young people study subjects with little relevance to their
future employment.<span style="mso-spacerun: yes;"> </span>Equally, many jobs do
not require a degree level education, where technical qualifications can offer
a more suitable preparation. <span style="mso-spacerun: yes;"> </span>In support
of T Levels, Sir Gerry Berragan, Chief Executive, Institute for Apprenticeships
said: <i style="mso-bidi-font-style: normal;">T Levels signal a real change in
the qualifications landscape – offering school leavers an alternative to a
purely academic route.<o:p></o:p></i></span></div>
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<br /></div>
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<span lang="EN-US">This year, we have seen a slight drop in
university applications, which signals a greater need for diversification of
qualifications at 16+.<span style="mso-spacerun: yes;"> </span>I feel that the
time is right to introduce new technical qualifications, T Levels, developed by
industry experts and focused on extending theoretical knowledge as well as
job-specific skills and behaviours.<span style="mso-spacerun: yes;"> </span>T
Levels in Education and Childcare, alongside two other T Levels, will commence
in September 2020.<span style="mso-spacerun: yes;"> </span>As an expert in
education, I am really happy to see the priority given to developing these
technical qualifications in the areas of education and childcare.<span style="mso-spacerun: yes;"> </span>To ensure the best start for all children,
highly skilled workforce is essential.<span style="mso-spacerun: yes;">
</span>We know that the quality of early years education has an enormous impact
on later educational outcomes.<span style="mso-spacerun: yes;"> </span>It is
therefore crucial that appropriately qualified staff work with young
children.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span lang="EN-US">I am optimistic about these new technical
qualifications.<span style="mso-spacerun: yes;"> </span>They have been developed
by industry experts and in consultation with relevant employers.<span style="mso-spacerun: yes;"> </span>They will give young people more options at
16+ and provide relevant preparation for a specific career or higher education.<span style="mso-spacerun: yes;"> </span>By comparison with other vocational
qualifications on offer, these new technical qualifications will involve more
classroom-based learning, thus offering a better balance between theory (knowledge
base) and practice.<span style="mso-spacerun: yes;"> </span>T Levels are modern
technical qualifications.<span style="mso-spacerun: yes;"> </span>They have been
developed as a gold standard in vocational excellence and, whilst preparing for
employability, offer an alternative route to further education or purely
academic qualifications.<o:p></o:p></span></div>
Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-24953889439137408212018-02-16T13:57:00.002-08:002018-02-25T04:53:58.749-08:00Discussing School Performance<div class="MsoNormal">
<span lang="EN-US" style="font-family: "arial";">Why do schools
fail?<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: "arial";">Schools are
complex organisations with their own unique cultures and values.<span style="mso-spacerun: yes;"> </span>Although they are all concerned with learning
and teaching, and preparing students for their next stage in life, their
environments and approaches to learning, and how it is organized and managed, often
differ.<span style="mso-spacerun: yes;"> </span>The school diversity in itself does
not necessarily lead to poor outcomes and every school must be assessed on its
own merit.<span style="mso-spacerun: yes;"> </span>However, the scrutiny of
failing schools suggests that, for whatever reasons, they often have some
characteristics in common: unstable leadership, ineffective staff performance
management, low expectations of students, high teacher turnover and
difficulties with recruiting high caliber staff.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: "arial";">According to the
latest official figures, four out of 10 primary schools failed to reach the
government 2017 target and one in eight (12%) of secondary schools in England
failed to meet a new set of national standards based on 2017 GCSE results.<span style="mso-spacerun: yes;"> </span>Among those 365 underperforming secondary
schools, six were rated ‘outstanding’ by Ofsted, the school watchdog.<span style="mso-spacerun: yes;"> </span>These statistics demonstrate that schools
fail thousands of young people in the system that is defined by the students’
end-of-year test results.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: "arial";">High level of school diversity
and variety of operational approaches mean that there are no easy,
one-size-fits-all solutions for instant improvement.<span style="mso-spacerun: yes;"> </span>Additionally, research indicates that schools
are so preoccupied with accountability measures and end results that often processes
leading to achieving these outcomes are lost along the way.<span style="mso-spacerun: yes;"> </span>This can have a negative impact on final
achievement because not enough resources are allocated to developing learning
cultures and consistent approaches to learning, ultimately leading to improved
end outcomes. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: "arial";">At the centre of
school inspections, are school improvement and monitoring of quality standards.<span style="mso-spacerun: yes;"> </span>Ofsted, responsible for inspecting all
maintained schools and some other educational institutions, states that its
“goal is to achieve excellence in education and skills for learners of all
ages”.<span style="mso-spacerun: yes;"> </span>Despite this noble aim, independent
research indicates that there is little evidence that the current system of
inspections leads to school improvement.<span style="mso-spacerun: yes;">
</span>On the contrary, Frank Coffield, UCL, Institute of Education, asserts
that alongside some benefits of the national monitoring of the quality of
education, there are also some undesirable consequences, which reinforce
failure, especially with reference to schools with challenging intakes.<span style="mso-spacerun: yes;"> </span>The evidence from an empirical study by the
Education Policy Institute suggests that the “most deprived schools are
systematically more likely to be down-graded than the least
disadvantaged”.<span style="mso-spacerun: yes;"> </span>Coffield concludes
that: “The very schools that need most help are further harmed by inaccurate
and biased Ofsted reports that make recruitment and retention even more
difficult.”<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: "arial";">Recently, Bill
Gates expressed his disappointment.<span style="mso-spacerun: yes;"> </span>He
feels that despite the Bill and Melinda Gates Foundation huge investments in
public education, “by and large, schools are still falling short on the key
metrics of quality education”.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: "arial";">The search for quick
common fixes for all failing schools is problematic because their circumstances
and cultures are unique.<span style="mso-spacerun: yes;"> </span>Unlike successful
schools, poor performance schools often lack clear vision, robust strategic
planning and rigorous self-evaluation.<span style="mso-spacerun: yes;">
</span>Ineffective assessment systems and poor understanding of how assessment and
constructive feedback can be used to advance learning can lead to underachievement.<span style="mso-spacerun: yes;"> </span>High focus on end outcomes and accountability
measures, and poor engagement with processes and strategies leading to achieving
these end results, can contribute to underperformance.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: "arial";">Discussing failing schools raises some uncomfortable questions relating to how we identify
a school’s underperformance and what is done about it before generations of students fail to
receive proper education or qualifications.<span style="mso-spacerun: yes;">
</span>If the current system of school evaluations is flowed and fails to
identify poor performance for early intervention, then its fitness for purpose
should be examined.<span style="mso-spacerun: yes;"> </span>Perhaps a system of
truly independent school evaluations with a formative focus combined with validated self-reviews informed by 'pupils' voice', would support school improvement in a better way and reduce student
failure.<span style="mso-spacerun: yes;"> Greater engagement with reflective practice, where critical self-assessment is part of day-to-day monitoring and informs future development, can only contribute to school improvement and reduce failure.</span></span><br />
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<u><span lang="EN-US" style="font-family: "arial";">References:<o:p></o:p></span></u></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: "arial";">Department for
Education (DfE) data; 2017 key stage 2 tests and GCSE examination results.<o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: "arial";">Stein, L et al. (2013).
<i style="mso-bidi-font-style: normal;">Education Disrupted: Strategies for
Saving Our Schools. </i>R&L Education.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: "arial";">Goodman, J.
(2011).<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">The Spirit versus the Letter. </i>King’s College London.<o:p></o:p></span></div>
Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-60416340971307296072017-09-17T08:15:00.001-07:002017-09-17T08:32:33.833-07:00Artificial Intelligence: educating for the future<div align="center" class="MsoNormal" style="text-align: center;">
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<span lang="EN-US">Another academic year has just begun. <span style="mso-spacerun: yes;"> </span>It does not look much different from the one
before – indeed, it is not much different from when I started my education some
50+ years ago.<span style="mso-spacerun: yes;"> </span>And it has not fundamentally
changed from the compulsory education introduced in the 19<sup>th</sup>
century.<span style="mso-spacerun: yes;"> </span>Till today, children are
grouped in classes according to age and receive whole-class instruction from a
teacher in charge of a class or a subject.<span style="mso-spacerun: yes;">
</span>Although the slates and quill pens have been replaced with updated writing
equipment and curriculum has been modernised, the way children are organised
and taught have not changed essentially since the beginning of formal
education, despite huge technological advancements.<o:p></o:p></span></div>
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<span lang="EN-US">The same does not apply to the world of
work.<span style="mso-spacerun: yes;"> </span>The way people work today does not
resemble the working environment or conditions from the 19<sup>th</sup>
century.<span style="mso-spacerun: yes;"> </span>So how effectively do schools
prepare young people for the next stage in their lives?<o:p></o:p></span></div>
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<span lang="EN-US">For many reasons, schools are extremely slow
in adapting to new technologies.<span style="mso-spacerun: yes;"> </span>The
technology already exists – with virtual learning environments and on-line
learning tools – to provide personalized-style education to match pupils’
skills, individual academic maturity and ability to ensure the best progress
for each child.<span style="mso-spacerun: yes;"> </span>This type of learning is
not only motivational but it also develops self-regulation needed for achieving
greater learning independence in the future.<span style="mso-spacerun: yes;">
</span><span style="mso-spacerun: yes;"> </span>However, this type of learning
is not being successfully applied to benefit all pupils’ education fully.<span style="mso-spacerun: yes;"> </span>Despite the overwhelming research evidence
(Black et al., 2003; Fullan, 2003; Csikszentmihalyi, 1991). of the benefits of
personalized learning to pupils’ achievement and motivation, educators and
policy makers have failed to reach a common understanding of what it actually
entails and how to embedded it effectively into today’s schooling.<span style="mso-spacerun: yes;"> </span>Although attempts at providing personalized
learning can be noted in some schools, in the main, learning and achievement
are focused on individuals as part of a class/group, rather than on
individualized learning pre se.<span style="mso-spacerun: yes;"> </span>This is
why little has changed over the years with respect to how schools organise
learning. <o:p></o:p></span></div>
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<span lang="EN-US">The limited use of modern technology to
provide solutions beyond the interaction with some of the curriculum content is
hampering young peoples’ individual progress and fails to prepare them adequately
for the demands of the modern world.<span style="mso-spacerun: yes;">
</span>Some of the attitudes among the educators need to change imminently. <span style="mso-spacerun: yes;"> </span>Only recently, looking at an old, decrepit stand-alone
keyboard in a south London nursery, where my grand-daughter’s precious early
education was just about to be entrusted, I enquired about the use of
technology.<span style="mso-spacerun: yes;"> </span>I was simply told that it
was the settings’ philosophy not to use any IT because children had enough
access to computers at home…<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span lang="EN-US">Beyond the use of tablets, interactive
boards and other mobile devices, the technology is moving towards the
application of artificial intelligence (AI) in educational settings.<span style="mso-spacerun: yes;"> </span>Since the access to the internet and personal
computing failed to change fundamentally the organisation of education and the
way pupils are essentially taught, the application of AI should change
profoundly the way young people will learn in the not-to-distant future.<span style="mso-spacerun: yes;"> </span>It will undoubtedly enable pupils to engage
with AI-based tuition for a truly personalized learning matched to their
individual learning curve.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span lang="EN-US">“Collaboration with human-computer could
help students to learn using new approaches we can’t yet imagine”, explains
Professor Emma Brunskill from Stanford University.<o:p></o:p></span></div>
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<span lang="EN-US">Erik Choi, Principal Researcher at Brainly
asserts, “Each student can gain access to information that will help them along
their unique path of their learning curve.<span style="mso-spacerun: yes;">
</span>In the future, that means that a student won’t have to learn the same
exact thing at the same exact pace as 30 of their classmates”.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US">With the popularity of e-readers, the look
of some of the school libraries has changed.<span style="mso-spacerun: yes;">
</span>However, the use of AI technology should truly revolutionise children’s
learning and the way schools are structured within the next 15 years.<span style="mso-spacerun: yes;"> </span>It will provide opportunities for each child
to learn in a personalized way and to make progress at own pace like no
implementation of any assessment policy has been ever able to accomplish.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Traditional schooling is about to change
dramatically with the arrival of AI tutors. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>This
signals the biggest transformation in the way children will be taught and will learn
since formal schooling was first introduced some three centuries ago.<span style="mso-spacerun: yes;"> </span>The use of teaching robots will enable
personalized learning on a large scale, thus ending the traditional teacher-led
whole-class instruction, which has been the feature of traditional education
for centuries.<span style="mso-spacerun: yes;"> </span>These changes will have
an impact on the way learning is monitored and assessed, and how and when pupils
gain their qualifications. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Tractica, a market intelligence firm, says that
“The rapid emergence and adoption of AI techniques are a wakeup call.<span style="mso-spacerun: yes;"> </span>AI will transform the technology landscape
and touch almost every industry over the next 10 years”.<span style="mso-spacerun: yes;"> </span>There are reasons to be excited about the
introduction of AI tutors to facilitate and monitor individual education.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">In considering learning for the 21<sup>st</sup>
century, I have already written about the necessity for the mastery of learning
independence to effective preparation for multiple career changes.<span style="mso-spacerun: yes;"> </span>The application of AI techniques in education
will have an enormous impact on the development of learning independence through
the use of effective personalized learning strategies uniquely matched to every
learner.<span style="mso-spacerun: yes;"> </span>This will revolutionise education
as we know it. <span style="mso-spacerun: yes;"> </span>And about time!<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><u><span lang="EN-US">References<o:p></o:p></span></u></b></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; text-autospace: none;">
<span lang="EN-US">Black, P., Harrison, C., Lee, C., Marshall, B. and Wiliam, D. (2003)
<i>Assessment for<o:p></o:p></i></span></div>
<div class="MsoNormal">
<i><span lang="EN-US">learning: Putting it into practice</span></i><span lang="EN-US">. Buckingham: Open University Press.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Csikszentmihalyi, M. (1991). Flow: The
Psychology of Optimal Experience.<span style="mso-spacerun: yes;"> </span>New
York, NY, Harper Perennial<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
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<span lang="EN-US">Fullan, M. (2003). <i style="mso-bidi-font-style: normal;">The Moral Imperative of School Leadership. </i>London: SAGE.<i style="mso-bidi-font-style: normal;"> <o:p></o:p></i></span></div>
Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com6tag:blogger.com,1999:blog-319073600457484782.post-61889834116580199422017-08-08T14:00:00.000-07:002017-08-08T14:00:54.187-07:00Improvement through Self-evaluation<br />
The pivotal role of intrinsic motivation to self-improvement and advancement is well document in cognitive psychology and learning theories. According to Ryan and Deci (2000), this type of motivation is defined as:<br />
<br />
…<i>the doing of activity for its inherent satisfaction rather than for some separable consequence. When intrinsically motivated, a person is moved to act for the fun and challenge entailed rather than because of external products, pressures, or rewards</i>.<br />
<br />
By contrast, the concept of extrinsic motivation refers to activities, which are performed in order to “attain some separable outcome” (Ryan and Deci, 2000), for example, a certificate or another form of external validation. Research suggests that intrinsic type of motivation is most effective to achieving improved outcomes or personal growth. Therefore creating environments and situations which favour the development of intrinsic motivation are a challenge for us all. With reference to teaching and learning situations, this type of motivation can be achieved when tasks are well matched to the learners’ skills.<br />
<br />
Csikszentmihalyi’s work on flow theory (1991) and Dweck’s research (2012) focused on ability versus effort, defined in the terms of beliefs as mindsets (fixed and growth), also indicate the crucial role of intrinsic motivation in achieving improved outcomes and personal growth. <br />
<br />
School inspections based mainly on external accountability measures depend heavily on extrinsic motivation to bring improvement. In these types of evaluations, the guidance for development is usually communicated through externally articulated recommendations for improvement. It is questionable to what extent these types of evaluations actually benefit organisational improvement. MacBeath et al. (2000) assert that exclusively external systems of school inspections, for example in England and The Netherlands, are mainly driven by control and the need for accountability even if they have an improvement perspective. <br />
<br />
In contrast, robust and contextualized self-evaluation arrangements can visibly benefit organisational development by providing the right level of motivation to achieve higher outcomes (intrinsic motivation). Organisational development, where improvement is mainly driven through self-assessment, can be very effective with regard to growth. When fully embedded into an institutional context, the process of self-evaluation becomes almost self-managing in productively meeting institutional objectives and success performance indicators. <br />
<br />
Indeed, some of the most successful educational systems in terms of outcomes for young people, for example Finland or Singapore, where school audits are focused only on financial control, are not subjected to external evaluations of their performance. <br />
<br />
In England, the most successful schools consistently self-evaluate their own performance against their own challenging and evolving performance indicators. To add greater rigour and challenge to their arrangements, some institutions validate their self-evaluation processes through peer-reviews. These encourage the right level of professional dialogue leading to further improvement. <br />
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At this level, success does not happen by chance. At the heart of improving education for all children, is school improvement. The outcomes for all children matter, regardless of their postcode or birth. If school improvement can be achieved through a more effective system of performance evaluation, I think it is worth a try. Perhaps the next stage is to examine the effectiveness of the current inspection framework: to what extent does it directly benefit school improvement in terms of pupils’ outcomes?<br />
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On the impact of the inspection regime on school improvement, former Chief Inspector, David Bell, said, “I have always been cautious in saying that inspections cause improvement because, frankly, we do not”.<br />
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A Government Select Committee Report in 2010 concluded that “true self-evaluation is at the heart of what a good school does” and that: <br />
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<i>Self-evaluation – as an iterative, reflexive and continuous process, embedded in the culture of a school – is a highly effective means for a school to consolidate success and secure improvement across the full range of its activities</i>.<br />
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Research literature indicates that external evaluations are most effective when they are focused on improvement and collaboration. Arguably, new inspection arrangements conducted within the spirit of a peer-review process focused on schools’ self-evaluation, is perhaps what is needed to improve education for all. This type of peer-review would focus to a greater degree on the school’s own objectives rather than on the standard pre-determined criteria. Although self-evaluation can play a part in some inspection systems, it is not always a requirement. I feel, that putting self-evaluation at the centre of the inspection process and shifting the focus from external accountability to internal accountability measures against the school’s own objectives, would lead to greater school improvement for all.<br />
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Evidence-based data suggest that intrinsic motivation is most conducive to achieving greater learning gains. By analogy, if the same theory is applied to institutional development, for example school improvement, the importance of contextualized self-evaluation and its value in the school evaluation system is perhaps worthy of a longer discussion.<br />
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References<br />
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Csikszentmihalyi, M. (1991). Flow: The Psychology of Optimal Experience. New York, NY, Harper Perennial.<br />
Dweck, C. S. (2012). Mindset: How you can fulfill your potential. UK, Robinson.<br />
MacBeath, J. et al (2000). Self-evaluation in European Schools. London, Routledge.<br />
Ryan R.M., Deci E.L. (200). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp. Educ. Psychol. 25, 54 – 6710.<br />
Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com2tag:blogger.com,1999:blog-319073600457484782.post-86664329298771923942017-01-09T13:49:00.001-08:002017-01-21T09:45:35.772-08:00Building Resilience Early for Later Success: preventing potential mental health issues and poor achievement As an experienced educationalist, I am a great believer in developing learners through encouraging their effort and providing constructive guidance on future learning. This approach not only helps to develop the right attitudes to learning, leading to improved outcomes, but, with focus on actions, it takes the ‘person’ out of the frame and allows the learners, whatever their abilities, to direct their attention to working on tasks in hand.<br />
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All teachers would have encountered learners, including those considered as highly able, who can be reluctant to try for fear of failing. Carol Dweck’s extensive research into the psychology of learning confirms that learners’ attitudes, and especially their willingness to put the effort in, not abilities, are crucial to successful learning and making progress. So how can we ensure that our pupils develop these right attitudes needed for future success?<br />
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All young children are keen to explore, discover and learn. During their early development, they make rapid progress and soak up new knowledge like ever expandable sponges. As Dweck says, “You never see an unmotivated baby”. However, as children grow older, they develop different attitudes to learning (“mindsets”), which can have an enormous impact on their future achievement. As adults, we influence children’s thinking and shape their mindsets through our own sets of beliefs and values. In societies that place value on ability over effort, children who feel that they are clever, but are faced with obstacles, can become reluctant learners in order to avoid looking stupid. Such mindsets (“fixed mindsets”), according to research, are formed by adults who tend to focus their praise on the person (“What a clever girl!”), rather than the actions, and this has a negative impact on the child’s future success, especially when that child is faced with some difficulties. Moreover, when these children cannot get by on wits alone, they can develop various avoidance mechanisms and behavioural issues that can lead to more serious mental health problems in the longer term. It is this inability to compete on equal terms with others, who they perceive as no more able than them, and the fear of visible failure that can lead to isolation, depression and poor self-worth.<br />
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The demands of the global economy, parental expectations of high achievement to secure first class qualifications for better job prospects, increasing higher education costs and other accountability measures based on sometimes flawed assessment systems all contribute to greater pressures by young people for improving their outcomes. It is therefore crucial for education and health care professionals to take note of evidence-based strategies in order to help young people develop effective self-regulation skills to enable them to cope with temporary failures and to equip them with strategies in overcoming setbacks. Teaching young people the value of effort through praising their actions and trying hard, and preparing them for bugs through challenging tasks, where they have the opportunity to progress at their own level with appropriate level of guidance to experience success, are some of the strategies that can be used to build resilience. The aim of these strategies is to enable these young people to bounce back from difficulties through their own efforts. Since prevention is always preferable to cure, early focus on developing the right mindsets to learning and cultivating the strength of mind through encouraging and praising effort can avert the development of mental health problems by school pupils, and help them to build resilience.<br />
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However, building resilience through developing the right attitudes to learning requires consistency of approach by all professionals and greater understanding of developing self-regulation strategies in young children. It is counter-productive and utterly frustrating when I repeatedly hear early years education and health care professionals/therapists lavish their praise on my young grand-daughter in the form of “clever girl”. Developing the growth mindset by instilling the value of effort to future success, through praising effort, not the person, is important to building resilience and determination early, and preventing emotional or behavioural problems later on. Ego-enhancing strategies, however, can result in creating a fixed mindset, where an individual’s full potential can be compromised, and where the lack of adequate effort and running away from challenges can lead to failures and wasted talents. <br />
Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-28050024235795967772016-12-22T05:19:00.000-08:002016-12-22T05:21:09.434-08:00The Importance of Effective Feedback to Future Learning<a href="http://www.slideshare.net/JoannaGoodmanEdDFCIEA/elsin-2015-conference">http://www.slideshare.net/JoannaGoodmanEdDFCIEA/elsin-2015-conference</a> <br />
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Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-12139932675486046082016-12-21T18:28:00.002-08:002016-12-22T05:18:11.500-08:00Assessing Pupils’ Progress: primary curriculum, exams and assessment<br />
Following the publication of the Key Stage 2 assessments (SATs ) results, the report in the Times Educational Supplement (TES) on 14th December calls for reforms to the system, claiming that the tests have “affected pupils’ wellbeing”.<br />
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In the drive to improve pupils’ readiness for secondary education, this year pupils sat new and more rigorous tests. According to the provisional figures released by the Department of Education, only about half of pupils in Year 6 have met the new expected standard. The results show that 53% of pupils achieved the expected standard in reading, writing and mathematics. While it is difficult to make direct comparisons with the previous year, when the expected standard (NC level 4) was attained by 80% of pupils, this year’s results look certainly different.<br />
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Since the abolition of NC levels, schools have been encouraged to develop their own assessment systems to monitor the progress of their own school populations. Life beyond levels became quite a challenge for most schools, and the teaching profession, who were searching for new off-the-shelf solutions to replace the familiar concept of levels. This thinking showed a certain lack of understanding of the needs of different school populations and gave little consideration to the opportunities of developing specific attainment targets, no longer stipulated by the government, in order to assess different curriculum areas by content and time. The development of new assessment systems requires in-depth understanding of assessment principles and clear awareness of what makes a ‘good’ assessment. Although assessment is central to any learning situation and is a driver for the school curriculum, it can be often misunderstood by the teaching profession who, for about 25 years, has been fed a diet of abstract levels. These were used routinely to determine attainment, or indeed progress, by attaching a number to the level of knowledge.<br />
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School leaders and school associations are highly critical of the new reforms and, as reported by the TES after the publications of the results, describe the recent changes as “diabolical” and “unacceptable”. Their main concerns are that:<br />
• the reforms are unhelpful to children with special educational needs;<br />
• the tests are stressful and affect pupils’ well-being;<br />
• the school curriculum is affected because of focus on assessment and non-exam subjects are side-lined;<br />
• high stakes accountability has a negative impact on teachers and how they teach.<br />
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Whilst any new reforms need some time to be effectively implemented, I am particularly concerned with the apparent focus on teaching-to-the-test, where other areas of the curriculum are reportedly side-lined, and the notion that the accountability for high stake testing can reduce teaching to the demands of a tick list, as concluded by one deputy headteacher: “The ticklist I’ve got to go through to give my school’s data (…) is massively influencing the way I teach. And I will teach to that ticklist”.<br />
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For fear of accountability and inability to let go, children can be deprived of the love of learning and opportunities to develop their wide interests and talents, and ultimately achieve better results at the end. We need to focus on LEARNING, not accountability and teaching-to-the test, to improve progress and achieve better outcomes for all children. To view SATs as the raison d’etre of primary school education, is to limit that education to the narrow syllabus required by the final test. The evidence shows that pupils’ results improve when they are fully involved in their learning, including participation in a wider curriculum and extra-curricular activities.<br />
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In order to fully engage pupils in their learning for improved results, schools need to develop effective formative assessment strategies aimed at developing pupils as autonomous learners. This includes pupils with special educational needs, in particular, as they need quite specific feedback on next steps in learning to help them with progress and to develop their learning independence. Currently, the use of assessment for learning (AfL) techniques to move learning forward is highly ineffective. The thinking behind AfL is poorly understood, resulting in weak implementation, which is often condensed to routine strategies or ‘toolkits’. This may be as a result of an earlier AfL government initiative, which presented the strategy as a mini summative assessment system, known as APP (assessing pupils’ progress); this had little in common with the essence of AfL. In fact, such interpretation of AfL is at odds with its spirit: an assessment system aimed at assessing learning during production, similar to coaching, and moving pupils’ learning onto the next level through effective guidance on their next steps in learning or matching learning objectives to pupils’ abilities. As a fluid process, it requires adjustments to teaching in order to match pupils’ level of understanding and, when used effectively, can result in big learning gains. Effective use of assessment for learning strategies allows for personalised learning to take place, where each individual pupil can make progress at his or her level. Therefore relentless focus on teaching-to-the-test, rather than on developing pupils as effective learners who are motivated to achieve, can have a negative impact on their high stake exam outcomes, and on later success.<br />
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Undoubtedly, schools need to be accountable for the quality of the education they provide. However, narrowing the primary school curriculum to the core subjects, as tested by the SATs, is not a way to go. Preparation for the next stage in education includes all round pupil development, which has a positive impact on examination results. To succeed in life and in education, pupils must be exposed to a rich educational experience and a broad curriculum. They must be equipped with skills for life-long learning in the ever changing environment of technological advancement and they must be given a chance to develop their talents and learning to the full. It’s the only chance they have. <br />
Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-31848216206040756452015-05-28T18:42:00.001-07:002015-05-28T18:42:41.222-07:00Assessment FOR Learning Testing That Actually Improves Learning<iframe allowfullscreen="" frameborder="0" height="270" src="https://www.youtube.com/embed/LiXss1Rrrt4" width="480"></iframe><br />Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-10680435277436373332015-05-10T16:25:00.002-07:002015-05-10T16:25:56.985-07:00Learning for the 21st Century: how to succeed in the digital age of globalisationRapid technological advancement and globalisation create new demands for the world of education. Current generation of school pupils needs to be prepared for multiple career changes and this necessitates life-long learning. So what does it mean for schools and the curricula delivered?<br />
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‘Knowledge’ in the traditional sense of fact-finding can no longer provide adequate basis for the 21st century learning, where ‘knowledge’ needs to be seen as a competence and a result of in-depth learning leading to the acquisition of new skills. Therefore during the learning process, it is crucial to bridge knowledge-based material with the skills needed not only for the application of the learnt material but, ultimately, work on developing new skills required for creating new solutions. This equates with progress which has never been as rapid as during the digital age.<br />
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This focus on learning mastery (in-depth learning for understanding) undoubtedly has implications on classroom learning and teaching strategies used. Drawing on the research into what makes successful learners (Boekaerts, Dweck, Shunk, Stipek), I would suggest that at the core of effective learning is the mastery of learning independence, where the learners are capable of making their own learning decisions. Moreover, learning independence leads to learning sustainability, which is essential for successful career development in the 21st century, and beyond. Aiming for achieving learning independence by actively involving pupils in their learning and teaching them to think in critical, creative and evaluative terms through problem solving, investigative tasks or application of the learnt material to new situations, should be at the heart of any 21st century curriculum.<br />
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Since assessment is often the curriculum driver as it leads to gaining new competencies and qualifications, its role and its quality are absolutely crucial in the changing educational landscape. The way pupils are assessed has an impact on developing reasoning and higher order thinking skills, such as analytical skills, evaluative skills, critical thinking or creative skills, for example. The ability to think effectively by possessing these higher order thinking skills will become invaluable in the future success at work and will shape the individual learning independence. Globalisation, new technologies and social networking opportunities for professional growth and business development create endless opportunities for new solutions to old and new problems. Talents can be developed and educational systems aimed at advancing appropriate skills-based education rooted in learning mastery of key concepts, will have the capacity to create independent learners capable of thinking for themselves.<br />
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In the world, where new knowledge can be found at a touch of a button, learning is changing. It is no longer confined to the mere fact acquisition and its social aspect of interaction with others or resources, including technologies, is fundamental to gaining new skills, competencies or qualifications. The capacity for instant feedback, for example for goods or services available on-line, has an impact on the changing role of assessment and how feedback is perceived. As effective feedback is key to any improvement and the concept of feedback is being accepted as part of everyday life, teaching students evaluative skills through self-reflection or peer-evaluation is another essential skill for learning in the 21st century. It also extends to developing essential critical evaluation skills – the ability to think critically about the found evidence or new ‘knowledge’.<br />
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Effective learning in the 21st century requires learners to be active participants in the learning processes in order to maximise opportunities for problem solving and developing learning independence. Classroom strategies based on formative approaches to assessment as integral part of the learning process create conducive learning environments for fostering the skills needed for success in the digital age, where there is no ceiling to learning. Utilising smart technologies and virtual learning environments for greater engagement with learning, provide more ideal opportunities for developing higher order thinking skills of analysis or creativity, and can be used to embed independent learning essential to future success.<br />
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It is important for the qualification providers to recognise the changing needs for the 21st century learning so the qualifications reflect the skills which are required for successful employment or further education in the highly competitive global economy.<br />
Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-77476199082387914652014-09-18T16:07:00.000-07:002014-09-18T16:19:24.519-07:00Assessment beyond Levels: the benefits of using standardised assessments for planning and monitoring purposes<br />
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Arrangements for assessment in the new curriculum give schools greater opportunity to develop assessment frameworks that are best suited to their own school populations. Although ‘assessment without levels’, a new concept for a generation of teachers brought up on tracking and evaluating progress through reference to levels, initially may pose some challenges to school leaders, in practice, schools have been given greater freedom with regard to developing their own assessment.<br />
In this new climate, where schools are accountable for demonstrating year-on-year progress without using levels, diagnostic, standardised assessments are an excellent way of supporting other school assessments as evidence of progress. As CEM, University of Durham, standardised assessments are an excellent tool for providing valid and reliable information on pupil academic profiling and can work alongside any school assessments already in place, these types of assessments are key in providing informed evidence for progress tracking and for benchmarking pupils’ performance with national norms. In addition, CEM assessments can be used not only to establish a baseline for every pupil or a particular cohort, but can also complement teacher assessment in monitoring learning and assist with reporting of progress to parents and other stakeholders. Many schools looking for reliable ways of demonstrating year-on-year progress by externally verified standardised tests have already embedded CEM assessments into their assessment frameworks to assist with evidence of progress for inspection purposes and own self-evaluation of teaching and learning.<br />
What makes CEM assessments particularly useful to teachers and school leaders, is not only the range of assessments available to suit different ages and key stages in education but also their reliability in terms of future predictions – a feature especially useful for target-setting on individual and cohort basis. Since test development at CEM, the largest provider of standardised school assessments in the world, is researched-based, CEM assessments are trailed on very large samples, which makes the tests quite reliable. CEM have been delivering baseline tests and value added measures for over 30 years to over 3000 secondary schools worldwide.<br />
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<b>Range of Assessments</b><br />
CEM assessments cover all stages of education: from Nursery / EYFS to Post 16 and CEM’s Pscales+ assessments are aimed at supporting pupils with special educational needs.<br />
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Aspects Nursery/EYFS (ages 3 – 4)<br />
PIPS Primary (ages 5 – 11)<br />
InCAS Primary (ages 5 – 11)<br />
MidYIS KS3 (ages 11 – 14)<br />
INSIGHT End of KS3 (ages 13 – 14)<br />
Yellis KS4 (ages 14 – 16)<br />
Alis KS5 (16+)<br />
CEM IBE KS5 (16+ IB courses)<br />
Pscales+ All key stages (ages 3 – 19) special schools<br />
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CEM assessment are adaptive and computer based, meaning each pupil is challenged at a level that is appropriate to them. They are easy to administer and rapid, comprehensive analysis and feedback are provided for schools, including analytical software.<br />
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<b>Primary Schools: aims and benefits of CEM assessments</b><br />
<i>How can CEM data help schools to measure attainment and track progress?</i><br />
At primary level, Aspects, PIPS and InCAS assessments provide an objective baseline measure which is invaluable to tracking progress at individual and cohort level. In the absence of levels, they provide an objective, external evaluation and standardisation against national norms or age equivalent scores and, alongside school internal assessment data, assist with year-on-year tracking of progress. Information from on-entry assessments helps with pupil profiling by establishing an initial ability baseline which can be used to inform future teaching and learning, and inform school curriculum planning. The detailed data obtained over time allows teachers to identify pupils’ gaps in learning, monitor individual progress and can be used to inform future teaching and planning of learning activities. At whole school level, the data not only provides robust evidence of progress that can be used for accountability purposes, but can also support monitoring of teaching and learning at cohort level; inform curriculum planning and evaluation; identify staff professional development needs and support school improvement.<br />
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<i>Can CEM data be used by teachers for target-setting?</i><br />
As PIPS and InCAS data identify gaps in learning, this can help with individual target-setting for improvement and mapping pupil progress. Easy access to detailed analysis of performance at cohort level, for example class, year group, subject area, can support school leaders with identifying targets for particular cohorts as well as monitoring and evaluating earlier interventions or particular targets. The predictive nature of the assessments assists with curriculum planning and target-setting for whole cohorts against school expectations or national accountability measures (floor standards).<br />
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How can the CEM data help parents understand their child’s attainment and progress?</i><br />
PIPS and InCAS data provide a wealth of information that can support school assessment data in reporting attainment and progress to parents. Within the changing school landscape, parents need simple and accurate information about their children learning in an easy to understand format. CEM reports identify where children are with their learning against their own prior achievement and/or national standards in a visual format, and parental feedback suggests that parents find PIPS data to be a particularly useful tool in reporting of progress. InCAS data show progress based on age standardized scores so parents can see how pupils’ abilities relate to their chronological age. Where there is an indication of a weakness, parents always welcome early identification. In instances of high achievement, CEM data can be used to report on appropriate level of challenge. A school which introduced sharing of PIPS data with parents reported higher levels of parental engagement and improved parental participation at school events.<br />
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<i>How can the CEM assessment data help with providing evidence of progress for school inspectors?</i><br />
Alongside school assessment data, CEM assessments provide an extra layer of external, robust evidence of pupil progress and attainment. As inspections are focused on the impact of school processes, the ability to demonstrate how a school’s assessment framework contributes to improved outcomes for pupils is crucial to evaluating the effectiveness of teaching and learning, and pupil achievement. In the absence of levels, the data from CEM assessments can be used to support teacher assessment data as evidence of progress at individual and cohort level. The information from baseline assessments, can be also used to establish pupils’ ability levels on entry as compared with national norms. CEM assessment data are a source of reliable, standardised information for inspectors and allow school leaders to demonstrate how the data are used for school self-evaluation and improvement. One school reported that PIPS data helped to establish pupils’ ability levels during inspection. PIPS data along with other school assessment data were used as evidence of outstanding progress made by pupils.<br />
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<i>How can CEM assessments inform standardisation and national benchmarking in the absence of levels?</i><br />
Comparisons with national norms allow teachers to put school assessment data into context and assist with benchmarking of pupils performance, which is particularly useful when schools work in greater isolation and need to demonstrate progress between standardised key stage assessments. CEM assessments are in tune with the new way of assessing progress and attainment in the new curriculum, where the new assessments at the end of key stage 2 will report “secondary readiness” by way of national standardisation (by comparison with others). According to new accountability measures, schools will be expected to get at least 85% of their pupils to the new “secondary ready” standard, which is expected to be reported on a standardised national scale of 80 – 130 with a score of 100 being described as “secondary ready” standard. The new floor standards will be based on key stage 2 results and pupil progress, and schools will be expected to track the rate of progress from a new baseline assessment in Reception. As CEM assessments already provide similar baseline data and can be used for tracking progress throughout primary years based on national standardisation and evidence of individual attainment/progress, together with local school data based on teacher assessment, they can provide robust evidence of progress benchmarked against national standards. For comparison purposes, PIPS assessment feedback is standardised with an average pupil scoring 50. CEM data are ideally placed to contribute to a broad range of information that can be made available to parents and the wider public about the school performance and contribute to the fair and transparent school accountability system. <br />
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<i>How can CEM tests help with screening for SEN, EAL and More Able Pupils?</i><br />
The diagnostic nature of CEM assessments provides data for early identification of special education or EAL needs that can be a barrier to learning. On the other end of the spectrum, early identification of pupils who are particularly able, Gifted & Talented, can assist with curriculum planning and inform teaching and learning to a greater degree. Early identification of specific learning needs is crucial to providing intervention at an appropriate level. The data from subsequent assessments can be used to evaluate school intervention. Diagnostic assessment in InCAS Reading and Maths are supported by research-based remediation advice to empower teachers in the diagnosis of specific learning difficulties and providing the right level of support.<br />
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<i>How do CEM assessments contribute to pupils’ voice?</i><br />
As pupil engagement in learning is key to motivation and improvement, CEM assessments, through measuring attitudes, can provide valuable information for teachers and school leaders regarding pupils’ attitudes to learning. At primary stage, attitudes to mathematics, reading and school are assessed. These data can help with identifying mindsets towards learning in different areas of the school curriculum and can help with bridging pastoral and academic dimensions of the school. The data can also be used for mentoring learning and developing cross-curricular thinking and study skills to improve pupils’ attitudes towards learning. This information is an invaluable addition to academic and pastoral profiling, and can contribute significantly to reporting and discussions with parents. <br />
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<b>Secondary Schools: aims and benefits of CEM assessments</b><br />
The benefits of CEM assessments (MidYIS, INSIGHT, Yellis, Alis and CEM IBE) at secondary school level can be demonstrated through their ability to add an extra dimension to other school data that can be used for monitoring teaching and learning at subject, department/faculty and whole-school level. As students progress through their school career, there is more information available about their progress and attainment. These data provide additional information about students’ academic profiles, making CEM assessments a very accurate and reliable tool for future predictions at individual subject level. This type of information is very useful for curriculum planning at secondary school level and for career advice, including various subject options and/or qualifications at GCSE level and beyond. MidYIS tests have an established reputation for delivering accurate baseline data that can be used as a springboard for progress measures as well as validating “secondary readiness” data. Invaluable feedback for progress tracking includes predictions and chances graphs to external examination as well as a full progress reporting system, currently based on value-added. CEM assessment data can be fully integrated into schools’ information management systems for analysis purposes, and can be used by teachers and leaders to inform school planning, monitoring and for evaluating school effectiveness. <br />
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<i>How can CEM data help schools with progress measures and provide standardisation with reference to benchmarking?</i><br />
As secondary schools move from the five A* to C benchmark performance measure to Progress 8 and average point score (APS), CEM assessments can provide crucial evidence to inform tracking and monitoring student progress. As new accountability measures will assess students on their progress relative to their starting points, schools will need reliable baseline data for accurate progress monitoring. MidYIS can provide an accurate and stable alternative or addition to the new end of key stage 2 secondary readiness measures. In the absence of key stage 3 national standardised assessments, INSIGHT tests can deliver useful data for progress tracking in core subjects with reference to national norms and inform curriculum planning, including qualification choices at 14+. Since ‘progress’ is key to the new accountability measures system, schools will need to develop robust evidence for demonstrating progress, which can be supported by the standardised CEM assessment data. All CEM assessment feedback delivers standardised data and, in case of MidYIS, an average student score is 100. This standardisation can be used by school leaders as an extra validation for progress tracking and provides a national benchmark for identifying the ability levels of particular cohorts of students, as well as individual students. As the tests are designed to measure a ‘typical’ student performance, the data informs teachers about the required level of preparation for external examination. Also, benchmarking pupils’ performance with others of the same age can assist school leaders with the evaluation of school’s teaching and learning or particular interventions, as well as with reporting to parents and inspectors.<br />
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<i>How the feedback data can be used to inform target-setting?</i><br />
Feedback from CEM secondary school assessments can support target-setting at individual and cohort level, including targets for specific subject areas, and can provide performance indicators for Post 16 education. In the absence of levels, CEM data can provide reliable baseline information for setting minimum individual and group targets in different subject areas. This information can be used by subject teachers for monitoring individual attainment and for triangulation purposes with other teacher assessment data. It can be also useful for tutors for monitoring student effort in meeting their minimum targets, and for providing basis for informed teacher-student learning dialogues. The predictive nature of the assessments can assist with curriculum planning and target-setting for whole cohorts against school expectations or national accountability measures. For reporting, monitoring and accountability purposes in the absence of levels, information about likely examination performance can assist with on-track monitoring and with individual and cohort position regarding meeting expected targets. Target predictions are a useful tool in informing teachers about setting appropriate challenge at student and class level, and, at whole school level, can contribute to evaluating the effectiveness of teaching and learning. <br />
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<i>To what extent CEM data can be used for reporting purposes?</i><br />
Comprehensive feedback from CEM assessments, which includes predictions and chances graphs related to external examinations as well as a full value-added reporting system, is a reliable way of communicating progress to parents and other stakeholders, often providing external validation of school assessment data. Parental feedback indicates that parents value assessment feedback that pinpoints their child position in comparison with other students or national standards. Indeed, one of the reason for removing national curriculum levels is that parents found levels confusing as they attached an abstract number to particular attainment without identifying students’ strength or weaknesses. Since CEM assessment data is standardised against a nationally representative sample of schools and the feedback includes the percentile band into which the student’s score falls and identifies into which ability band (A – D) the student’s score belongs, parents can be reliably informed about their child’s ability profile. This type of reporting helps with setting future targets and Individual Pupil Record Sheets (IPRS) provide an accurate record which summarises all the baseline information for a particular student on one sheet. Easy access to data manipulation and analysis can help senior leaders with the analysis of predicted performance for particular cohorts or groups of students. This extra layer of evidence for pupil progress and predictions based on ability profiles provides substantiation regarding school effectiveness when reporting to school inspectors. This is a particularly useful evidence in the absence of levels, where schools are expected to provide reliable data for accountability purposes and demonstrate year-on-year progress between key stage 2 and end of key stage 4 qualifications. CEM assessment data can also support evidence for the effectiveness of school interventions and can provide evidence for reporting pupil achievement by comparisons with different groups of students in the school and nationally. <br />
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<i>How can CEM tests help with screening for SEN, EAL and More Able Pupils?</i><br />
The diagnostic nature of CEM assessments provides data for early identification of special education or EAL needs that can be a barrier to learning. On the other end of the spectrum, early identification of pupils who are particularly able, Gifted & Talented, can assist with curriculum planning and inform teaching and learning to a greater degree, where challenge can be more effectively matched to students’ skills and abilities. Early identification of specific learning needs is crucial to providing intervention at an appropriate level and preventing failure at a later stage. The data from subsequent assessments can be used to evaluate school intervention.<br />
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<i>How can feedback from CEM secondary assessments assist school leadership with accountability measures and school improvement?</i><br />
MidYIS, INSIGHT, Yellis and Alis/CEM IBE standardised assessment data can be used to support effective school self-evaluation and promote school improvement through identifying school’s strengths and weaknesses, and by reference to national benchmarking. CEM feedback can also facilitate monitoring of standards over time, where statistical process control charts show yearly progress measures against statistical significance boundaries. In the absence of levels and no common benchmarking at key stage 3, schools need to ensure that their assessment frameworks provide reliable data for demonstrating students’ progress over time and attainment relative to their baseline on entry. Therefore there is a need for schools to develop systems for tracking student progress in order to present data in support of self-evaluation statements about the progress made by students. Although Ofsted do not have any predetermined view as to what specific system schools should use, inspectors’ main interest is whether the approach adopted by the school is effective in measuring what progress pupils are making and how this relates to their expected level of progress. In order to assist with reliable evidence for demonstrating students’ progress over time, one of the key indicators of school effectiveness, INSIGHT assessments can provide value-added measures of progress over time as compared against pupils of similar abilities in other schools. The feedback from these tests can also show progress from MidYIS tests (progress at key stage 3) and can give predicted grades at GCSE level in a wide range of subjects which are invaluable pieces of data for school leaders with regard to external validation of the effectiveness of teaching and learning, and can assist with curriculum and improvement planning. <br />
Regarding accountability measures, from September 2016, schools will be required to provide information via a standard ‘snapshot’ version on the school website and performance tables giving more detailed information, including access to data of interest to Ofsted, parents and other interested parties. In order to provide accurate and reliable information for the new accountability measures, CEM secondary school assessment data can assist school leaders with robust evidence for pupil progress and the standardised pupil scores for reading, maths and science enable school leaders to make comparisons between students and classes for monitoring, planning and evaluating purposes. School leaders can also benefit from PARIS software which is designed to provide detailed assessment data analysis and produce reports or value added information for cohorts of students to help with progress monitoring and GCSE predictions. This type of data analysis can be also very useful for validating school processes and inspection evidence.<br />
In one of the schools, senior leaders used MidIYS data to monitor teaching and learning and adjusted staffing where the data demonstrated poor cohort progress in a subject area with long-term teacher absence covered by non-specialist staff. In this case, the intervention resulted in recruiting a specialist teacher to cover the absence for improved progress.<br />
Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com5tag:blogger.com,1999:blog-319073600457484782.post-19381709376707000332014-05-28T05:49:00.003-07:002014-09-18T16:12:34.527-07:00Assessing Teacher Assessment<b>Dr Joanna Goodman, an education consultant and Fellow of the CIEA, considers the importance of professional development in assessment for all teachers, as schools enter a new dawn of developing their own processes.<br />
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Giving schools greater freedom in assessing students’ learning between different key stages in the national curriculum, has raised new issues over teacher assessment and the role of teacher-assessor. Teachers have always made evaluative judgements about pupils’ performance, but the new curriculum seems to be placing increasing demands on teachers as assessors. Putting teacher assessment at the heart of learning will have implications for schools in terms of planning, training and developing assessments leads. Furthermore, moderation procedures will need to be reviewed to ensure standardisation. <br />
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If we are serious about the high quality of school-based assessment, then we need to be serious about developing identified staff whose prime responsibility would focus on overseeing assessment and moderation within a school or within groups of schools. If, however, we want to develop teacher assessment that is valid and reliable (meaning it measures constructs that it is designed to measure appropriately), we may have to consider developing teachers’ assessment skills as part of their professional development. Since assessment is such an integral part of any educational process (Gipps and Murphy, 1994; Earl, 2003) and since it has greatly increased in schools over the last two decades, it is likely to have an enormous impact on the way teachers see their teaching and the way pupils experience their education (Tymms, 2000; Gibbs et al., 2002; Goodman, 2011). So perhaps now is a good time to start the discussion on the need of developing teachers as skilled assessors. It may be crucial to future teaching and learning development to establish to what extent effective teacher assessment skills could contribute to improved teaching and learning outcomes. <br />
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The changing school environment and educational climate call for a greater scrutiny of assessment practices in schools. Effective use of assessment that can consistently inform future planning and teaching is key to improving learning outcomes for young people. Talking to teachers and school leaders, I sense a certain degree of anxiety regarding the increased expectations being placed on the importance of teacher assessment and the need for greater professional dialogue about developing teachers’ assessment skills. With increasing pressure for improved outcomes, there is a need for greater specialisation of skills within professional development of teachers. <br />
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So where do we start? Perhaps with defining assessment and what it may mean in different contexts and purposes that it can serve. Do we consider assessment as a form of evaluation and making judgements about learning that feed into the learning process or do we think of assessment as a measuring device? What is it that we want to assess? How are we going to assess it and why? Indeed, considering a ‘good’ assessment, Professor Robert Coe, Director of CEM at the University of Durham, identifies a 47-question checklist which includes construct validity, content validity, criterion-related validity, reliability, freedom from biases, robustness, educational value and accessibility. <br />
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“An assessment is never a neutral event”, Stobart (2008) asserts, “…if it is for selection, then there may be high-stakes outcomes for the individual taking it. If it is for accountability purposes, then there may be consequences for the school… The task is to make the test good enough to encourage effective teaching and learning” (ibid.). For these reasons, it is worth looking at re-assessing teacher assessment skills when evaluating the effectiveness of assessment practices.<br />
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<b>REFERENCES</b>: <br />
Earl, L.M. (2003). Assessment As Learning. Using Classroom Assessment to Maximize Student Learning. London: Sage Publications. Gipps, C., Hargreaves, E., McCallum (2000). In S. Askew Feedback for Learning. London: Routledge Falmer. Gipps, C. and Murphy, P. (1994). Fair test? Assessment, achievement and equality. Buckingham: Open University Press. Goodman, J. (2011). Assessment Practices in an Independent School: The Spirit versus the Letter. King’s College London. Stobart, G. (2008). Testing Times: The uses and abuses of assessment. Oxon: Routledge. Tymms, P. (2000). Baseline Assessments and Monitoring in Primary Schools: Achievements, Attitudes and Value-added Indicators. London: David Fulton Publishers. http://ciea.co.uk/makethegrade/assessing-teacher-assessment/ Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-80730729955932517822014-03-15T18:31:00.003-07:002014-04-26T06:22:32.399-07:00Assessment without Levels<span style="font-family: Arial;"><span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;"><span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;"></span></span></span><br />
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<span style="font-family: Arial;"><span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">‘Assessment without levels’ is
a new concept for many teachers who have been brought up on levels as a
measuring device of reporting progress.<span style="mso-spacerun: yes;">
</span>However, reclaiming teacher assessment for the benefit of improving
students’ learning, should be viewed as a liberating opportunity for schools to
influence their unique aspirations and to create assessment tailored to their
school populations and aims.<span style="mso-spacerun: yes;"> </span>It gives
schools greater freedom to focus on building their learning cultures with the
ultimate aim of improving pupils’ outcomes.</span><br />
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</span><br />
</span><div style="margin: 0cm 0cm 8pt; text-align: justify;">
<span style="font-family: Arial;"><span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">The new national curriculum,
based on knowledge and understanding, and learning mastery, creates not only
challenges but also exciting opportunities for schools from September 2014 and
beyond, and is signalling the most radical changes in education for
decades.<span style="mso-spacerun: yes;"> </span>Ultimately, its effectiveness
will be judged by the school leaders’ ability and innovative attitudes to
embrace the opportunity open to them with regard to developing their own ‘broad
and balanced’ school curriculum well matched to their own particular settings
and situations.<span style="mso-spacerun: yes;"> </span>So far, many assumptions
have been made, in particular by the press, about the concept of a curriculum
based on ‘knowledge and understanding’ with references to rote learning and
facts regurgitating.<span style="mso-spacerun: yes;"> </span>This is not what
the new curriculum appears to be about. </span></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">Knowledge in the wider,
Confucian, sense is about developing expertise needed for competency in any
area.<span style="mso-spacerun: yes;"> </span>According to Confucius,</span></div>
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</span><br />
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<i style="mso-bidi-font-style: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">Only
when things are investigated is knowledge extended; only when knowledge is
extended are thoughts sincere; only when thoughts are sincere are minds
rectified; when minds are rectified are the characters of persons cultivated…”</span></i></div>
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</span><br />
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<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">Instant access to
information has never been easier.<span style="mso-spacerun: yes;"> </span>With
this, follows the need for well-developed critical thinking skills to eliminate
bias. The knowledge required to progress one’s understanding onto new and
higher order thinking levels is exactly what is meant by the ‘knowledge and
understanding’ in the new curriculum, as I see it.</span></div>
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</span><br />
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<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">However, the most thrilling
feature of the new national curriculum is the departure from ‘levels’.<span style="mso-spacerun: yes;"> </span>For about a quarter of a century, and a generation
of teachers, schools have been attaching an abstract numerical value, and a
label, to a learning standard attained.<span style="mso-spacerun: yes;">
</span>On reflection, this practice has been, quite frankly, meaningless, and
did little to improving educational standards.<span style="mso-spacerun: yes;">
</span>Since measuring cannot bring improvement, just the same as weighing a
pig cannot fatten it, a different focus is needed now.</span></div>
<span style="font-family: Times New Roman;">
</span><br />
<div style="margin: 0cm 0cm 8pt; text-align: justify;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">Assessing without levels,
for the first time in generation, gives schools the freedom to focus on building
their learning cultures suited to their circumstances that can be separate from
managerial / accountability cultures, which serve a different purpose and are
not aimed at improving learning.<span style="mso-spacerun: yes;"> </span>Through
reclaiming teacher assessment, schools have been freed from the constraints of
having to link teacher assessment to levels (measuring / accountability
purpose) and, instead, are now free to develop their own teacher assessment
focused on formative processes during production (learning process).<span style="mso-spacerun: yes;"> </span>This, however, requires a shift in thinking
for a generation of teachers brought up on national curriculum levels and APP.</span></div>
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</span><br />
<div style="margin: 0cm 0cm 8pt; text-align: justify;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">As assessment is central to
learning, and since there is now greater freedom to develop assessment to guide
learning between key stages, schools now have a chance to define what type of
institution they really aspire to be by defining what skills and competencies
they value and aim to develop in their pupils.<span style="mso-spacerun: yes;">
</span>The deliberate removal of levels from the new national curriculum is
aimed at developing learning cultures and requires a fresh look at teacher
assessment – the type of assessment that is aimed at developing pupil
engagement, feeding-forward and leading to building learning independence and,
during the process, is not linked to any measures.</span></div>
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</span><br />
<div style="margin: 0cm 0cm 8pt; text-align: justify;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">It seems that putting teacher
assessment at the heart of learning has its own challenges as schools struggle
to understand the concept of assessing without levels, looking towards ‘one
size fits all’ solutions and ready ‘toolkits’.<span style="mso-spacerun: yes;">
</span>Having the autonomy to develop their own assessment, many now struggle
with the new prospect of life without levels.<span style="mso-spacerun: yes;">
</span>The pre-occupation with HOW has obliterated the need for WHAT.<span style="mso-spacerun: yes;"> </span>And it is WHAT that needs to be answered
first before moving on to HOW and WHY.</span></div>
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</span><br />
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<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">For improved outcomes at
accountability stages, schools must concentrate first on identifying what they
want to assess and develop teachers’ confidence in the formative aspect of
assessment, without the reference to levels to describe progress in numbers (or
grades).<span style="mso-spacerun: yes;"> </span>The quality of formative assessment
and how it is embedded within the teaching and learning process is crucial to
improving learning standards and this is why schools have been given the
freedom to develop their own approaches to assessing without levels.</span></div>
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</span><br />
<div style="margin: 0cm 0cm 8pt; text-align: justify;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">There is over-whelming evidence
(Black and Wiliam) which shows that summative purpose of assessment (giving
every piece of work a level or a grade) can distract from the formative aim of
improving learning and focus on the next steps, which is what leads to pupils’
progress and learning success.</span></div>
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</span><br />
<div style="margin: 0cm 0cm 8pt; text-align: justify;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">Within the changing
assessment climate, this shift in attention from accountability measures
(progress and attainment at the end of the learning process) needs to occur so
schools can develop high quality assessment for learning strategies to guide
and scaffold pupils’ learning, perhaps starting with high quality initial
assessment to inform future teaching.</span></div>
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</span></span>Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-70796381397736603292014-02-26T14:06:00.002-08:002014-03-20T14:05:41.478-07:00Creating a Learning Culture<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3kQ7CNpxwZywjQletpbuAeOVecY_SSyBcHXWEFGebQtJ83phyphenhyphenQOwjTdeWAm-ottl89cSO2K3lh4PsbKyY9YQAfigMDn6XrH-WSwbiS5A5-p6U1cBxEMBWlJJiJpv0PioAxcawiDr9a2M/s1600/Creating+Learning+Culture.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3kQ7CNpxwZywjQletpbuAeOVecY_SSyBcHXWEFGebQtJ83phyphenhyphenQOwjTdeWAm-ottl89cSO2K3lh4PsbKyY9YQAfigMDn6XrH-WSwbiS5A5-p6U1cBxEMBWlJJiJpv0PioAxcawiDr9a2M/s1600/Creating+Learning+Culture.jpg" height="180" width="320" /></a></div>
<br />Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com1tag:blogger.com,1999:blog-319073600457484782.post-67225156878679574622014-01-20T12:06:00.001-08:002014-01-20T12:06:06.584-08:00What Works in Education: from myths and fads to evidence-based learning
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">Teachers are increasingly demanding training that is based
on solid and robust research evidence for what really works in education and
leads to improved learning.<o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">For far too long, teachers’ CPD and subsequent practice followed
various fads and trends that, on the surface, seemed attractive to implement
and try as part of the classroom practice.<span style="mso-spacerun: yes;">
</span>The appeal of many myths, like ‘brain gym’ or explicit reliance on
different ‘learning styles,’ or what has been termed as ‘accelerated learning’
techniques, has been based on the premise that relatively simple and easy lists
of strategies, if followed, could lead to big learning gains and improvement in
pupil engagement.<span style="mso-spacerun: yes;"> </span>Although these approaches
promised research-based foundations on <span style="mso-spacerun: yes;"> </span>how the brain works, the real fact remains
that many of these myths, which have been sold to teachers as ‘real evidence’,
often lack clear scientific proof that any of the suggested classroom strategies
lead to improved learning.<span style="mso-spacerun: yes;"> </span>It would
appear that these quick-fix fads have been simply sold to the teaching
profession as short-cuts to improvement based on snippets of inconclusive or
out-of-context research.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">Dr Hilary Leevers, head of education and learning at the Welcome
Trust, agrees:<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<i style="mso-bidi-font-style: normal;"><span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">“Neuromyths”
can merely perpetuate misconceptions about the brain.<span style="mso-spacerun: yes;"> </span>Of greater concern is when they influence how
we are raised or educated.<span style="mso-spacerun: yes;"> </span>You may be
familiar with the idea of different types of learner.<span style="mso-spacerun: yes;"> </span>For example, if you are a “visual learner”
you need content delivered primarily visually.<span style="mso-spacerun: yes;">
</span>But there is very little scientific evidence to support this idea, and
labelling pupils by type of learner and delivering content accordingly limits
the richness of their learning experience and may reduce what is learned.<span style="mso-tab-count: 4;"> </span></span></i><span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;"><span style="mso-tab-count: 1;"> </span>(The Guardian, 7 January 2014)<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">Indeed, ‘labelling’ pupils’ can have a negative influence
on learning and progress. Moreover, these unproven myths have not only
contributed to a stream of ineffective classroom practices, that could be referred
to as ‘educational fads’, they have also simplified some of the neurological
research findings for the purpose of appeal on popular psychology grounds that
vowed instant classroom success.<span style="mso-spacerun: yes;"> </span>Another
reason why these myths can be so damaging, is that teachers have come to expect
ready-made lists of effective strategies that they can follow in class and, in
some cases, this has led to a tick-list teaching-style characteristic of little
reflection about what really leads to improved learning and quality outcomes
for young people.<span style="mso-spacerun: yes;"> </span>In contrast,
substantive evidence-based research into better teaching and learning that results
in improved learning progress cannot be reduced to tick-lists and is
characterised by an approach-style methodology being used as part of the
teaching and learning processes.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">I feel that teachers need some help in distinguishing
between solid, evidence-based research into what strategies, if consistently
applied, really bring big learning gains and myths that result is seemingly
quick-fixes but have little to do with improvement in learning outcomes or
developing essential pupil learning autonomy for long-term success.<span style="mso-spacerun: yes;"> </span>It is also critical to emphasise the need for
deeper reflection and honest self-evaluation of teachers’ own practices so
robust research-based evidence is seen in terms of an ‘approach’, rather than a
list of ritualised classroom strategies. <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">Investment in high quality CPD for teachers based on
solid academic research findings into what really works in education – and there
is enough of evidence-based research regarding what approaches lead to improved
outcomes – is absolutely key if we are to improve everyday classroom practice
and long-term prospects for our young people.<span style="mso-spacerun: yes;">
</span>It is about elucidating what is ‘real’ and what is a ‘myth’ so teachers
can make informed judgements regarding the rationale behind their teaching
methods.<o:p></o:p></span></div>
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<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">When it comes to research-based evidence, it seems
appropriate to mention the research into assessment for learning (AfL) as an
example of a wide evidence-based study into improving learning outcomes. Despite
the effectiveness of AfL approach based on the evidence of ‘effect size’<a href="file:///C:/Users/Joanna/Documents/Documents/Blog/What%20Works%20in%20Education.docx" name="_ednref1" style="mso-endnote-id: edn1;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%; mso-ansi-language: EN-GB; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">[i]</span></span><!--[endif]--></span></span></a> between 0.4 to 0.7 (one of
the biggest found in educational interventions, Black and Wiliam,1998, and
backed up by Hattie’s research into effectiveness of classroom interventions), this
approach to better teaching and learning can be still poorly understood by
teachers and policy-makers, who seem to be <span style="mso-spacerun: yes;"> </span>conditioned into thinking that ‘assessment’
can be only reflected quantitatively, rather than qualitatively during the
process, and ultimately leading to improved standards that can be demonstrated
in quantitative, as well as qualitative, values. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">Seemingly, this lack of in-depth grasp of what AfL means
in practice, highlights the need for teachers’ greater awareness of robust,
research-based evidence so they can make more informed choices regarding their most
effective practices in class leading to improvement and learning sustainability.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">High quality, evidence-based training is crucial to
institutional learning and continuous teacher professional development for
improved standards in teaching and learning.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;"><o:p> </o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<u><span style="font-family: "Arial","sans-serif"; font-size: 10pt; line-height: 107%;">References:<o:p></o:p></span></u></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 10pt; line-height: 107%;">Black, P. and Wiliam D. (1998). <i style="mso-bidi-font-style: normal;">Inside the Black Box. </i>London: NferNelson<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 10pt; line-height: 107%;">Hattie, J. and Yates, G. (2014). <i style="mso-bidi-font-style: normal;">Visible Learning and Science of How We Learn. </i>Oxon: Routledge.<o:p></o:p></span></div>
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<a href="file:///C:/Users/Joanna/Documents/Documents/Blog/What%20Works%20in%20Education.docx" name="_edn1" style="mso-endnote-id: edn1;" title=""><span class="MsoEndnoteReference"><span style="mso-special-character: footnote;"><!--[if !supportFootnotes]--><span class="MsoEndnoteReference"><span style="font-family: "Calibri","sans-serif"; font-size: 10pt; line-height: 107%; mso-ansi-language: EN-GB; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">[i]</span></span><!--[endif]--></span></span></a><span style="font-size: x-small;"><span style="font-family: Calibri;"> Learning
gains measure by comparing (a) the average improvements in pupils’ scores on
tests with (b) the range of scores that are found for typical groups of pupils
on the same tests. The ration of (a) divided by (b) is the ‘effect size’.<o:p></o:p></span></span></div>
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Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-46280699501539711952014-01-11T07:26:00.000-08:002014-01-11T07:26:11.267-08:00Assessment for Learning (AfL) model<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV75Wmfq72pQtXiV_iRdWBDpyK2WhJg2kFVK5SPJgStX83a0jbZTtSsac5145jT-Hse1483wVbu8XuEQUkJvy_SDi_T4WNKB0-cEv-wCzrdLITs7WeAqvBx1ijpa56_Nb9rduENZUAEPM/s1600/AfL+model.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV75Wmfq72pQtXiV_iRdWBDpyK2WhJg2kFVK5SPJgStX83a0jbZTtSsac5145jT-Hse1483wVbu8XuEQUkJvy_SDi_T4WNKB0-cEv-wCzrdLITs7WeAqvBx1ijpa56_Nb9rduENZUAEPM/s1600/AfL+model.jpg" height="180" width="320" /></a></div>
<br />Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-62943523120142481512013-11-28T10:57:00.002-08:002013-11-28T10:57:59.060-08:00Ability vs Effort: A learning capacity for life<a href="http://www.sec-ed.co.uk/blog/developing-a-learning-capacity-for-life">http://www.sec-ed.co.uk/blog/developing-a-learning-capacity-for-life</a>Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-21515279179443306122013-11-20T11:59:00.001-08:002013-11-23T06:10:34.205-08:00The importance of qualified teachers - SecEd<a href="http://www.sec-ed.co.uk/blog/the-importance-of-qualified-teachers">The importance of qualified teachers - SecEd</a><br />
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Even the government is divided over whether unqualified individuals should be allowed to teach in state-funded schools. - See more at: http://www.sec-ed.co.uk/blog/the-importance-of-qualified-teachers#sthash.UWcsZ2TY.dpufJoanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com0tag:blogger.com,1999:blog-319073600457484782.post-42464651550785212052013-11-02T18:02:00.000-07:002013-11-28T10:59:42.022-08:00The Future of Education: From curriculum-based learning to learning-based curriculum<br />
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<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 115%;">Looking forward to meeting
the challenges of the 21<sup>st</sup> century education, educational systems
need to move away from the ideas that shaped the education of earlier
generations.<span style="mso-spacerun: yes;"> </span>Whereas in the past,
learning in schools was curriculum-centred, where knowledge and understanding
were key to measuring achievement (memory-based learning), the demands of the
digital age, with its rapid technological advancement, require the shift towards
learning-centred curriculum, which is skills-based learning with emphasis on
application, problem-solving and other higher order learning strategies.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 115%;">Although any learning is
based on knowledge foundations and understanding, since the widespread
availability of technology, including mobile technology, knowledge has become
so readily accessible that the modern curriculum needs have changed.<span style="mso-spacerun: yes;"> </span>This means that teaching and learning, to be
relevant to the needs of the modern society, must focus on developing other
skills, including critical thinking, creative reasoning, imaginative solutions
to problems, evaluative skills and multi-dimensional communication skills.<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 115%;">This shift from curriculum-centred
learning to learning-centred curriculum, where the focus needs to be on
developing learning self-regulation and autonomy, requires the change in
assessment focus from testing aimed at assessing knowledge and understanding to
assessments that match the objectives of the learning-centred curriculum aimed
at teaching higher order learning skills relevant to further studies and future
career development.<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 115%;">Since learners are at the
heart of the learning-centred curriculum, some traditional teaching methods, of
didactic nature, need to move way to new methodology expected to develop pupils’
learning self-regulation.<span style="mso-spacerun: yes;"> </span>As the
importance of learning independence to future success cannot be underestimated,
schools are faced with the challenge of developing autonomous learners capable
of their own mastery of learning.<span style="mso-spacerun: yes;"> </span>Although
some pupils possess a natural ability to learn effectively and therefore can be
more motivated to learn than others, these meta-cognitive skills need to be
explicitly taught, through the use of classroom formative assessment strategies,
to develop pupils’ self-regulation essential to motivation and learning independence.
<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 115%;">Drawing on research based
findings into the importance of developing pupils’ self-regulation</span><span lang="EN-US" style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US;">, we know that </span><span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 115%;">children who are well
motivated to learn are capable of using their self-regulatory skills
effectively for higher achievement, whereas children who are not skilled at
using self-regulatory skills, tend to be poorly motivated and over-reliant on
teachers, which has a negative effect on their progress. Indeed, Boekaerts (1995)
asserts that “It is important that teachers make their students independent of
their help by preparing them for bugs, by teaching them how to consult resource
material and how to use their social support network”. <o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 115%;">As these independent learning
skills are essential to developing learning sustainability needed for future multiple
career changes and personal development, schools need to focus on developing
their learning-based curricula and effective assessment systems that engage
pupils in their own learning and, through feeding forward and other formative
strategies, to facilitate pupils’ mastery of learning.<span style="mso-spacerun: yes;"> </span>Therefore the shift in the locus of control
from the teacher, in a more traditional curriculum-centred learning, to the
pupil, in the new learning-centred curriculum, should be at the heart of
education in the digital age.<o:p></o:p></span></div>
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<span style="font-family: "Arial","sans-serif";"><o:p> </o:p></span></div>
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<span style="font-family: "Arial","sans-serif";">References:<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US;">Boekaerts, M.
(1995). <i>Motivation in Education. </i>The British Psychological Society.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US;"><o:p> </o:p></span></div>
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<span lang="EN-US" style="font-family: "Arial","sans-serif"; mso-ansi-language: EN-US;">Dr Joanna
Goodman</span><span style="font-family: "Arial","sans-serif";"><o:p></o:p></span></div>
Joanna's Bloghttp://www.blogger.com/profile/13187305676409102776noreply@blogger.com2