Annamari Ylonen (Evaluation Officer)

Evaluation of the project

Aims of evaluation

Evaluation will focus on assessing these project aims: Aim to enhance the achievement of pupils identified with MLD at KS3 (academic, cognitive, motivational and well-being aspects)Aim to enhance the professional development of participating teachers Aim to enhance curriculum and pedagogic development and self-development capacity in participating classes and schools

A separate, but interlinked aim is to: Evaluate the usefulness of the MLD category

Identification of pupils with MLD:- Recorded in annual census last January; using the

Government descriptor of MLD- Pupils at School Action Plus or with Statements,

where MLD was main area of SEN

Pupil level evaluation

All case pupils will be assessed twice during Phase 1 and once after Phase 1 (baseline assessment and assessment after intervention): British Ability Scales – verbal/non-verbal cognitive ability (matrices, word similarities, reading, spelling test)MALS (Myself-as-Learner-Scale) – self-concept as a learner Resiliency scales – coping in adversity. Personal attributes to assess e.g. optimism, adaptability, sense of trust and comfort with others Attitudes to class and school surveyIn addition: Attainment assessment by teachersPupil behaviour in class survey filled in by teachersPupil interviews by the evaluation team

Teacher level evaluation

Focus on evaluating the impact of Lesson Study on participating teachers (e.g. opinions of teachers about LS and how it affects teaching & learning; professional development)

Focus on the impact of LS on pupils as assessed by teachers

How? 1. Continuous assessment by teachers themselves throughout the

project (e.g. records, notes, video recordings) 2. Assessment by the evaluation staff by using surveys (e.g. an

online survey tool, Survey-Monkey) and interviews3. Assessment after LS has been introduced – focus on changes

Class/School level evaluation Impact of Lesson Study on participating classes:

o Teaching, classroom practices – impact on class cohesion, class dynamics, pupil-pupil relationships, teacher-pupil relationships, inclusion, behaviour...

Impact of Lesson Study on participating schools:o Organisation of SEN, general atmosphere, ethos, work

ethic, changes, e.g. a shift into a more ‘inclusive school’?How? 1. Assessment by teachers themselves throughout the project (e.g.

as part of the Lesson Study method) 2. Assessment by the evaluation staff by using surveys and

interviews3. Observations by the evaluation team of classes and LS teams4. Assessment after intervention – focus on changes

EVALUATION PHASE 1: TIMELINE OF EXPECTED EVALUATION ACTIVITIES

Dates

Phase 1 Feedback about conference / interim and final conferences

Pupil level assessments

Interviews with teachers regarding LS

Observations (class and LS teams)

Teacher survey on pupil behaviour in class

Interviews with case study pupils about LS process and impact

Dec 2010

Online survey School visits Survey

Jan 2011

Lesson Study starts

Online survey School visits

February

Interviews Observations

March

Interim - survey

April

May

Interviews

June

July Lesson Study ends

Final conference - survey

School visits Survey

August

September

Oct – Nov 2011

School visits

In conclusion

The evaluation of the Lesson Study and MLD project will be ongoing for the duration of the project

Evaluation is an important part of the project as it aims to assess whether the overall project aims have been met

Outcomes of evaluation will be used to: Raise awareness about MLD and its definition and use (e.g.

as a SEN category, needs of pupils, impact on pupils/teachers/schools)

Raise awareness of the Lesson Study Methodology both nationally and internationally

School visits

The project website:

http://www.lessonstudymld.org.uk

http://elac.ex.ac.uk/lessonstudymld/index.php