Developing an action research-based model for College-wide Professional Development
Bishop Auckland College, SWD Training and Bishop Auckland Community Learning
Evidence of improvement in learners’ achievements, retention and progression.
Across all projects, teachers have gathered evidence of “distance-travelled” in improved learner outcomes, through measurable performance in sample assignments and assessed activities, and through observed changes in learner engagement, as evidenced in learners’ outputs.
Level 1 and 2 learners demonstrated improved self-efficacy in these projects which has increased their participation in workshops and classrooms. These innovative self- and peer-assessment activities have resulted in more rapid independent skill development.
One identifiable benefit and validation of the self-and peer-assessment “change activities” has been the practitioners’ roll-out of successful approaches from their initial research classes to their more challenging classes, thus engaging and motivating learners who might not have been expected to take this level of responsibility for their learning.
“After experimenting with various techniques, one LSA supported an adult learner to write her name for the first time in her life”
“Two LSA designed a ‘request and reward’ chart to enable a learner develop independence in managing toileting”
“100% of Level 3 BTEC IT students improved grades from Merit to Distinction in a pilot study trialling the use of exemplar assignments.”