Pupil Gains: a contested concept

University of Aberdeen 18th Sept 2008

Kevin Stelfox

Overview

• Policy context

• Towards a definition

• Examples from Moray pilot study

• Discussion

Background

• Exploratory research to develop wider indicators

• Linking into the Teacher Action Research Fellowship Teachers

Policy context • Dominant discourse

– Performance culture“Among the reforms of the farsighted governors of the

1980's was the adoption of mandatory standardized testing of all pupils on a regular basis in the public schools. Some of those governors paid a heavy political price for their advocacy, but the governors knew that without some measure of student learning discussions of school reform would continue to be about everything but learning. Someone had to establish units and a yardstick to measure when and how progress was occurring. In the absence of a yardstick, a constructive debate about how to improve the schools was a frustrating if not futile exercise.”

D Fallon (1999)

Policy context

“Collectively Scotland’s teacher workforce has never been more accountable, observed, statistically analysed and held firmly in the grip of a growing plethora of policy exhortations, requirements and priorities.”

Doherty et al (2007)

Emerging discourse

– AifL– Curriculum for Excellence– Integrated Children's Services – HIGOS 3 2:1 Learners’ experiences The

extent to which learners are motivated and actively involved in

their own learning and development

Pupil gains

• A one dimensional view of pupil gains is inadequate:– it fails to challenge the dominant performance

discourse – it impacts on the professional identity of

teachers restricting it by and large to a transmission model of teaching and learning

Towards a definition

Two strands of pupil gains

1)Young people’s attainment measured through standardised testing value added - subject based- cognitive gains

• Data available but problematic

Towards a definition

2)Wider definition - achievement/social gains within the school context– Young people’s gains using Curriculum for

Excellence capacities which can be viewed through subject focus

– also the potential for pupil gains through a non subject focus i.e. social/relational context

Pupil gains model

Teachers Assessment

Tests ?

Young Persons Assessment

Social based cognitive gains

Subject based cognitive gains

Pupil gains research

• Aims – Explore and develop an understanding of

broader educational outcomes

– Develop range of indicators

– Develop practical tools that can be used by teachers to support assessment of broader conceptions of learning outcomes

Pilot study method

• 105 pupils from four primary schools in one LA area participated Stage range P1 to P7

• Classroom activity – Involving thinking about research – Thinking about Learning – Undertaking research (Pictures/writing about pictures)– Meta analysis of activity

• Questionnaire to staff taking part in activity

Analysis of data

• Coding

– Inside Formal / Informal – Outside Formal/ Informal– Cognitive subject/social

Themes • Places and sources of learning

– Playground– Music room – Library– Recycling area – Girls Toilets – Football Goals– Bike Rake – Play Park – Hall – Classroom– Teacher – White Board – Notice Board – Safety Board – Girls Steps

Formal learning outside

Informal learning outside

Formal learning inside

Learning for themselves

Discussion • Teacher assessment - The expectation is

that teachers will be able to revisit teaching approaches and to undertake an evaluation of the young person’s level of achievement supported by evidence using the outcomes and experiences as a basis. This approach to assessment requires the teacher to ‘take stock through broad summative judgements when they believe that a young person has a secure grasp of a significant body of learning.’ (Curriculum Review Programme Board 2006).

Discussion

• Self assessment - the voice of the learner should be an accredited part of the learning process. Learners learn, reflect, move learning forward, learn, reflect and so on in an iterative cycle. S Heppell (2006)

• Tests?

Discussion

• Start of discussion about learning

• How we define pupil gains impacts on teachers professional identities

“A really good teacher tells us things and allows us to do things without sitting and we get to find out for ourselves.”

Discussion

• Places and spaces where learning takes place– Formal/Informal, inside, outside – Cognitive subject/social – (What's included in pupil gains)

• How do we evidence gains?

References

Curriculum Review Programme Board (2006) A Curriculum for Excellence progress and proposals. Scottish Executive, Edinburgh p13http://www.curriculumforexcellencescotland.gov.uk/images/Engagement_Strategy_27032006tcm4-322007.pdf

Curriculum for Excellence: http://www.ltscotland.org.uk/curriculumforexcellence

Doherty, R. and McMahon, M., 2007. Politics, Change and Compromise: Restructuring the Work of the Scottish Teacher. Educational Review, 59(3), pp. p251-265.

Fallon, D Our Grand Opportunity. Remarks on Teacher Education for College and University Chief Executives. University of Maryland September 15, 1999

Contact details K.stelfox@abdn.ac.uk