Ipsos | Uni Connect Phase 3 : Attainment-raising Activity – Final Report
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4 How are partnerships approaching their evaluation practice ?
4.1 Introduction This chapter outlines the findings relating to the evaluation and data collection activities being carried out by partnerships . It covers how partnerships are accessing and collecting data and the barriers and facilitators partnerships face in doing so .
4.2 How are attainment-raising activities being evaluated ?
Summary : The majority of partnerships applied a mixed method approach utilising both quantitative pre-post surveys and qualitative interviews and focus groups . Several partnerships have been able to access learners grades and will be looking at the difference in predicted and or actual grades after attainment-raising activities .
Most partnerships are conducting pre-post surveys or assessments to capture outcomes . Partnerships use a number of validated scales and surveys . Examples include :
▪ Attitude to learning scores
▪ Attitude to higher education surveys
▪ Oracy surveys
▪ Revision technique knowledge
▪ Self-efficacy surveys
▪ TASO attainment-raising surveys
▪ TASO student success questionnaire
▪ CfEY attainment surveys
▪ Star Assessment data ( a tool that measures reading age )
Partnerships are conducting these surveys before attainment-raising activities and intend to conduct them again at the end to see if there has been a change . Some schools have provided partnerships with access to a comparison group so the outcomes can be compared . For example , the surveys are being collected from whole year groups , capturing those actually engaged in activities and providing comparison group data . This is supported by school survey results that found that most teaching staff surveyed reported that they were collecting data via learner surveys ( 75 %) ( Figure 4.1 ). In addition to this a third of those surveyed ( 33 %) reported they were using staff surveys .
Others conduct assessments before and after activities . Assessments focus on :
▪ English – reading age ( but also ability to comprehend text across different subject areas , so assessing improvements across wider subject areas )
▪ Maths – decimals , fractions , percentages
▪ Science , literacy , history , geography – developing arguments and critical analysis
20-048464 | FINAL | Public | This work was carried out in accordance with the requirements of the international quality standard for Market Research , ISO 20252 , and with the Ipsos MORI Terms and Conditions which can be found at http :// www . ipsos-mori . com / terms .