Evaluation activities
Ipsos | Uni Connect Phase 3 : Attainment-raising Activity – Final Report
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Figure 4.1 : Overview of evaluation activities
Which ( if any ) evaluation activities have staff and / or learners in your school been involved in , as requested by [ PartnershipName ] ( Uni Connect )? Please select all that apply .
Student surveys 75 %
Staff surveys 33 %
Student assessments 21 %
Focus groups Don ’ t know Interviews
Shadowing / feedback
12 %
11 % 9 % 8 %
Other ( please specify )
4 %
0 % 10 % 20 % 30 % 40 % 50 % 60 % 70 % 80 % Percentage of schools
In some cases , these assessments are carried out by the school in its own development activities , so learners were not required to take part in additional data-collection activities . Some programmes also assess learners on more general skills such as improved listening or improved speaking skills . Several partnerships are using work or assignments that learners are completing as part of their usual curriculum and will compare the two pieces of work to assess any difference in marks .
“ Then we also have the assessments pre and post , and hopefully with the literacy , a comparator group as well so we can measure impact clearly in terms of reading age . That will be the same for the maths , although we won ’ t have a comparator group , we ’ ll do pre and post surveys . We ’ ll do pre and post assessments , and then we ’ ll measure the difference in ability linking to decimals , fractions in maths .” ( Partnership lead )
Finally , several partnerships are attempting to access predicted GCSE grades to examine whether there is a difference in predicted and / or actual grades after attainment-raising activities . For example , some aim to use Year 11 baseline and endline data for GCSE attainment , including predicted , mock and exam grades . For others , Year 10 predicted grades will be compared with actual GCSE Year 11 grades .
Most partnerships are also conducting qualitative data-collection activities to better understand the mechanisms of change . Some partnerships are having conversations around not being so reliant on pre / post surveys to be more creative . This included :
▪ Reflective journals
▪ Focus groups
▪ Interviews
▪ Feedback from both teachers and young people taking part in attainment-raising activities
In particular , CPD activities with teachers will mostly be evaluated with qualitative techniques .
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