Learning from this project
Key learning from this project is the importance of considering the holistic progress of learners that is not over-reliant on progress against target grade. Progress in the softer skills, including behaviours and attitudes, are equally important and are invaluable in supporting planning and formative assessment.
The deployment of the ‘Outcome Star’ as part of the initial assessment of GCSE English students has assisted in addressing some of the negative perceptions and behaviours towards English. This has given the teachers the opportunity to have learning conversations that focus both on academic progress and student resilience and confidence towards their subject.
One teacher commented that:
“I implemented a number of changes in my sessions, foremost amongst the changes was (and is) the greater focus on trying to develop learner confidence, trying to get the learner to read aloud, write on the board and develop their oracy skills by allowing opportunities for them to have a voice in discussions. I now include oracy within my planning and look at opportunities to generate more discussion and talk about English more.”
Overall, the ‘Outcome Star’ has huge potential to inform pedagogical approaches in a more timely manner prompted by the rich and broad dialogue that generates valuable information of the students’ learning journey to date.
The ‘Outcome Star’ has the potential to be adapted to include the measurement of learners’ employability traits which can be used by Personal Development tutors and curriculum staff.
This particular piece of research worked well on a smaller scale with two teachers and would require inter-disciplinary co-ordination when deployed on a college-wide scale.