Evidence of improved collaboration and changes in organisation practices
With evidence from adult learners, we decided to test in another area and decided on Family Learning; because there is a priority to place learners at the centre of the learning quickly, especially as workshops can be brief (1-2 hours) and gathering evidence of learning taking place can be difficult, especially as children join their parents for part of the session. Using the premise of the main project, we devised an evaluation based on key questions that directly linked to the learning outcomes of the workshop; shifting the assessment for learning to the learner.
Obviously other tutor assessment was taking place, but in sessions where the learners may be primarily at the workshop for their children, the objective was that this would ensure that some learning was taking place and that the learner was aware of it and could self-assess what they have learned.
Key questions were developed to promote a more direct response to the learning outcomes by the learner. So far this has been positively received with encouraging responses from learners that will help develop the workshops further.
The previous evaluation we used was 2 sides of A4, which is more concise. The previous evaluation also required some time for the tutor to deliver it and guide the learners through it, a process not often possible with large groups of adults and young children who have just enjoyed games, play and craft.
However, this newly developed evaluation makes use of the research evidence and uses questioning techniques to support the assessment for learning. This is something we as a service will roll out for all family learning workshops.
So far what has been demonstrated is the need to develop strategies further and to apply the strategy within additional curriculum areas. The project was discussed at a team meeting at the end of term, because another tutor expressed concern about learners being autonomous and “taking ownership of their learning”, but was resistant to helping learners develop their planning strategies, stating lack of time within the curriculum.