gathering, analysing and presenting information for evaluation through the prism of the ty programme...
TRANSCRIPT
Gathering, analysing and presenting information for
evaluation through the prism of the TY Programme
Cornelius Young
(087) 26 99 754
Professional Development Service for Teachers
Assessment for Learning
Oral Language
Problem Solving
Active Learning
Portfolio Assessment
Inclusion
Differentiated Strategies
Learning StylesICT in Teaching & Learning
Classroom Management
Cooperative Learning
Practical Maths
Mental Maths
WritingReading
Reading Recovery
School Planning
Maths Planning
EAL
Tús Maith
Child Protection
Spreag an Ghaeilge le Spraoi
Post-primary Languages
Post Primary Sciences
Leaving Certificate Applied
Transition Year
Cultural & Environmental Subjects
Business & Enterprise Subjects
Leadership Development
Reflective School
Transfer from Primary to Secondary
Leading Planning
How do you evaluate Transition Year in your
School?
Evaluation
Evaluation is:
“A process of obtaining information and
using it to form judgements which in
turn are to be used in decision making”
Evaluation may be :
External - conducted by Inspectorate
Internal - conducted by the School
What is School Self-evaluation?
“School self-evaluation (SSE) is a collaborative, reflective process of internal school review whereby the principal, deputy principal and teachers in consultation with the board of management, parents and students engage in reflective enquiry on the work of the school”.
It involves:– An evidence-based process
– Making judgments about the work of the school
– Bringing about improvements in students’ learning.
School Self-evaluation Guidelines, 2012
School self-evaluation cycle
Gather evidence
Implement and monitor
improvement plan
Make judgements
about strengths and concerns
Write school self-
evaluation report
Devise school improvement
plan
Internal Evaluation of T.Y.
“The programme should be regularly reviewed and evaluated internally by the coordinating team in close co-operation with school management, staff , students, parents , work providers and community interests.”
(Transition Year Guidelines 1994-95 ,
Dept. of Education)
School Self-evaluationHow effective are you as a school
organisation?
How do you know this?
Evidence
Where do we want to be? Targets
How do we get there? Action Plans
How do we know we got there? Evidence
School Self-evaluationHow effective is you Transition Year
Programme?
How do you know this?
Evidence
Where do we want to be? Targets
How do we get there? Action Plans
How do we know we got there? Evidence
Aims of theT.Y. Programme
Provide students with opportunities to develop their personal, intellectual, spiritual, social, physical and emotional life in a caring, stimulating and varied learning environment.
Provide a transition between Junior and Senior cycles.
Encourage students to achieve their potential in subject areas and learning experiences within the programme.
Provide a broad and balanced curriculum including the provision of additional support in the core subjects where possible.
Provide students with opportunities for personal and social development.
Where do you start?
Evaluation of the TYP Mandatory part of ‘Writing the T.Y. Programme’ Affirms staff members –individually/collectively Provides vital feedback and data Encourages learning from experience Facilitates continual improvement Necessary for on-going course design Identifies strengths and weaknesses Initiates the reflective process. Avoids staleness
Evaluation of the TYP
When to evaluate? Who should be involved? What should I evaluate? What becomes of the Evidence?
PDST Samples
Evaluating a Transition Programme Student End of Year Evaluation. Student Evaluation of Specific Event Student Evaluation of Work Experience Teacher’s self /subject evaluation. Parents Evaluation of T.Y.
www.ty.slss.ie
Venue DateAthlone Ed Centre 08/03/2013Blackrock 14/03/2013Carrick on Shannon 07/03/2013Cork Education Support Centre 15/03/2013County Wexford Education Centre 14/03/2013Donegal 13/03/2013Drumcondra Education Centre 11/04/2013Dublin West 16/03/2013Dunmanway, West Cork 07/03/2013Ennis 08/03/2013Galway Education Centre 14/03/2013Kildare 12/03/2013Kilkenny Education Centre 21/03/2013Limerick 06/03/2013Mayo 06/03/2013Monaghan Education Centre 21/03/2013Navan Education Centre 05/03/2013Portlaoise Education Centre 22/03/2013Tralee 15/03/2013
Data Gathering
Workshops to support
School Self-
evaluation
Gathering and analysing data
Evidence in schools
Data analysis
Think about analysis EARLY Start with a plan Code, filter, count Analyse Present/Report Reflect – evaluate the evaluation
Often, it is better to use more than one method….
Mixed methods• Log of activities and participation• Self-administered questionnaires
completed after module• In-depth interviews with key
informants• Observation of workshops• Survey of parents
Common data collection methods
Survey Case study Interview Observation Group assessment Expert or peer
reviews Portfolio reviews Minutes of meetings
Testimonials Tests Photographs,
videotapes, slides Diaries, journals, logs Document review and
analysis Rating Scales Focus groups Document Review
Very often
Quite often
Only some-times
Rarely or Never
Learn a lot
Learn quite a lot
Learn a little
Learn Nothing
Answering the teacher’s questions
Doing experiments
Working on the computer
Watching a video
Listening to a tape
Acting out or doing a role-play
Taking notes while the teacher talks
Taking notes from a book or worksheet
Making things (like models)
Learning Preference
Fre
quen
cy
A B
DC
E.g.: Project work
Focusing Developing Establishing EnhancingTeachers promote positive attitudes to students and to learning
There is an expectation on the part of teachers that all students will take an active part in learning
Teaching uses a range of approaches that ensures all students take part. There is a culture of collaborative learning
There is an expectation on the part of both teachers and students that learning is important and enjoyable and that everyone can improve
Learning objectives are clear and appropriately challenging, and teaching is well focused
A ‘can do’ culture is promoted Students know where they are in their learning and what they need to do to improve
Teachers or practitioners are ambitious for students and expectations of learning are high
Display emphasises and supports learning
The layout of the classroom supports an inclusive, interactive teaching approach
Learning and teaching resources promote student’s involvement and shared learning
The learning process is valued – there is a supportive atmosphere that allows students to make and learn from mistakes. There is an emphasis on shared learning, analysis and discussion
Learning objectives are explicitly shared with students
Display reflects the learning process as well as the content and the product of Student’s learning
Students get feedback on their learning in a range of ways. They know what ‘good’ looks like and are motivated to be ‘the best that I can be’
There are opportunities for reflection and discussion throughout the day and also, if appropriate, in the plenary of a lesson
Opportunities for reflection at different points throughout the lesson, and throughout the day, support for students in peer and self-assessment
Students talk as part of their learning and about their learning
Students talking with adults and other students is a key feature of the learning process, and teaching approaches promote and guide this
1 2 3 4
I concentrate on what I am expected to learn.
I take notes of key points.
I make an effort to understand rather than just get through it.
I think through the problem carefully.
I explain it to myself to understand it better.
I identify blocks or difficulties with learning.
I ask myself questions about what I’m learning.
If there’s a problem I leave it and come back to it later.
I look for someone who can help me.
I explain to others what I am learning.
I work hard at overcoming difficulties.
I relate what I am learning to my experience.
I am able to ignore distractions.
I try to relate what I’m learning to things I’ve learned before.
I work in a place where I am most comfortable but also alert.
I try to make the subject matter interesting.
I play background music while I am studying.
I experiment with ways of memorising things well.
TIDY 1 2 3 4 5 UNTIDYWARM 1 2 3 4 5 COLDPARENT-FRIENDLY 1 2 3 4 5 PARENT-UNFRIENDLYCOLOURFUL 1 2 3 4 5 DRABAUTHORITARIAN 1 2 3 4 5 DEMOCRATICCOMFORTABLE 1 2 3 4 5 UNCOMFORTABLEORDERLY 1 2 3 4 5 DISORDERLYSENSITIVE 1 2 3 4 5 INSENSITIVESTRICT 1 2 3 4 5 EASY-GOINGHIGH STRESS 1 2 3 4 5 LOW STRESSPESSIMISTIC 1 2 3 4 5 OPTIMISTICTENSE 1 2 3 4 5 RELAXEDHELPFUL 1 2 3 4 5 UNHELPFULCOMPETITIVE 1 2 3 4 5 UNCOMPETITIVEFORMAL 1 2 3 4 5 INFORMALREACTIVE 1 2 3 4 5 PROACTIVELIKES CHANGE 1 2 3 4 5 DISLIKES CHANGESTIMULATING 1 2 3 4 5 BORINGPUPIL-FRIENDLY 1 2 3 4 5 PUPIL-UNFRIENDLYINFLEXIBLE 1 2 3 4 5 FLEXIBLECLEAR VALUES 1 2 3 4 5 NO CLEAR VALUESAVOIDS CONFLICT 1 2 3 4 5 RESPONDS WELL TO
CONFLICTADVENTUROUS 1 2 3 4 5 CAUTIOUSUSES TIME WELL 1 2 3 4 5 TIME USED BADLYRISK-TAKING 1 2 3 4 5 AVOIDS RISKSOPEN TO NEW IDEAS 1 2 3 4 5 SCEPTICAL OF NEW IDEASIDEALISTIC 1 2 3 4 5 PRAGMATICPURSUES LONG-TERM GOALS 1 2 3 4 5 PURSUES SHORT-TERM
GOALSLOOKS TO THE PAST 1 2 3 4 5 LOOKS TO THE FUTURE...................................... 1 2 3 4 5 ...........................................
Data entry by computer
By Computer – Word (charts)– Excel (spreadsheet)– Google Drive
Why do I need an analysis plan?
To make sure the questions and your data collection instrument will get the information you want
Think about your “report” when you are designing your data collection instruments
Consider… Resources available: Time, money, and staff to
design, implement, and analyse the information. Type of information you need. Numbers, percents,
comparisons, stories, examples, etc. Intrusions to work or participants. Which method is
likely to be least onerous? Advantages and disadvantages of each method. The need for credible and authentic evidence. The value of using multiple methods. The importance of ensuring cultural
appropriateness.
Analysing qualitative data
“Content analysis” steps: Highlight quotes/terms and note why importantCode quotes according to margin notes Sort quotes into coded groups (themes)Interpret patterns Describe these patterns
www.wordle.net
Questionnaire design − Considerations
Kind of information: What do you want to know? Is the information already available?
Wording of questions and responses Formatting the questionnaire Pre-testing Cover letters and introductions When/where will the questionnaire be
distributed? How will returns be managed? How will the data
be analysed? Who is responsible for each task?
Kinds of information – What do you want to know?
Knowledge − what people know, how well they understand something
Beliefs − attitudes, opinions Behaviors − what people do Attributes/Demographics − what people
are and what people have
Some key questions to ask:
Which pupils and pupil groups in your subject/teaching group are achieving well?
Are all pupils, including disadvantaged groups, fulfilling their potential or should they achieve more?
Do pupils, who did well in Junior Certificate, lose momentum and fail to make progress?
Are the most disadvantaged pupils, or those with SEN, making sufficiently rapid progress to catch up with their peers?
Are the most able pupils stretched and challenged sufficiently?
Are overall results at the end of TY concealing poor progress?
