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Annamari Ylonen and Brahm Norwich
Evaluation of the project
Session outline
Evaluation at different levelsGoal Monitoring and Evaluation – principles and guidelinesEthnographic research – what is this and what does it involve?Process evaluationEthical issues Timeline of evaluation activitiesOne survey to be filled in: concepts of inclusion & MLD
Different levels of evaluation
Pupil level o Goal Monitoring and Evaluation (GME) by teachers
as part of the Lesson Study Teacher level
o Questionnaires /surveys : online (Survey-Monkey), email or hard copies
Classroom and school level o Ethnographic research: observations of LS meetings
and classes; some interviews Process level (‘realistic evaluation’)
o A survey/interviews about the Lesson Study process
Goal Monitoring and
evaluation
Developed from Goal Attainment Scaling (GAS) for the Lesson Study project
Method of monitoring the learning outcomes of the case pupils (2 in each class identified as having MLD)
•2-3 research questions for each pupil (related to LS aims) •3 goals for each pupil (related to LS aims and RQs). Within each goal, 3 levels: 2 before the LS (baseline and expected levels) and 1 after the LS (an achieved level)
The process is teacher/LS team-led How? Detailed instructions are in the pack together with a template to be
filled in for each Lesson Study/case pupils
GOAL 1 Be more frequently engaged in group activities when emphasis is on using key vocabulary Rating scale: Low High
Baseline X Expected X Achieved X Baseline descriptor
Is often disengaged in group activities when she needs to use vocabulary
Specific evidence for descriptor
Because of problems in written and verbal language tends to be disengaged and not participate
Expected descriptor
More frequent engagement in group activities
Specific evidence for descriptor
Increased participation, improved speech, increased confidence
Achieved descriptor
More frequent engagement in group activities
Specific evidence for descriptor
Participated more during question and answer sessions; vocabulary still limited but conversations contains more basic structure; more willing to write and less anxious about her work
Example of a GME goal and levels
Ethnographic research
Real time observations of the Lesson Study process (LS team meetings and classes) in schools
The focus is on the process, not on outcomes How? School visits (estimated 2-4 visits per school in each LS)
Observations in a small number of case study schools Short interviews:
a. with teachers, other LS team members and some senior leaders: views about the process, impact on pupil learning, issues arisen etc.
b. with the case pupil focusing on their views about LS and how it affects their learning
Ethnographic research: case study schools
There will be 5 case study schools (same for both LS cycles)
How are these schools selected?• By distance to Exeter: time constraints/logistics –
easy access• If your school fits this criteria, you may be asked to
take part How are the visits planned?
• By negotiating suitable times to fit within teaching timetables etc.
• Suggestion: initial visit ASAP to plan dates/times
Process evaluation
Focus on the LS process at teacher and school levels why and how the LS works in schools/impact on teaching
and teachers construction of process theory (links between contexts,
mechanisms and outcomes)How?
1. An online survey at the end of the project (Feb/March 2012) OR at the final conference
2. Short interviews with a sample of teachers – possibly by phone
Ethical issues
The research and evaluation in the project follows ethical guidelines (by the British Educational Research Association)
Consent from research participants:• Understand what the project is, what it is aiming
to do and its purposes• What taking part involves • Right to confidentiality and anonymity (e.g. in any
subsequent reporting of research findings)• Right to withdraw from the study at any time
For case pupils interviews: written parental consent• template available from project website
TIME PERIOD
STUDENT TEACHER ETHNOGRAPHIC PROCESS EVALUATION
OTHER
AT THE 1st CONFERENCE
n/a 1. MLD teaching approaches questionnaire2. Inclusionsurvey
n/a n/a
LESSON STUDY 1
GME – by teachers
Visits to case study schools (observations and interviews
School identification of MLD questionnaire
LESSON STUDY 2
GME – by teachers
Visits to case study schools(observations and interviews
AT THE FINAL CONFERENCE(OR AFTER)
GME – final details (if not finished)
1. MLD teaching approaches quest. repeat2. Inclusion survey repeat
Process survey (if not done) Process interviews (sample)