Outcomes and Impact

Teaching, Learning and Assessment

The methodology of the research changed during the project. We were hoping for an ongoing journal for learners, but we were unable to find a platform that provided this. Instead, we used Mote for the three progress tests for English and in preparation for the ESOL exams. As Mote was developed, we used the tool for additional things such as voice-based questionnaires, the use of QR codes and voice instructions. We found that most learners engaged with the tools offered, but we realised that some just could not show the ability, or the enthusiasm, to work on feedback. We have a number of learners that have sat the exam more than twice. Their confidence has been reduced as a result of them being expected to resit the GCSE year on year. A minority just found the Mote process too difficult to understand, or were not able to understand the correct tool to listen to the feedback offered.

Throughout the process we gained feedback from learners to assess the impact on their learning. The activities chosen worked with the two types of learners identified, but we now need to identify how we can implement this across the entire cohort. We need to ensure that the teaching and support staff are given appropriate training and support to enable them to deliver and assess in the future.

We have had a number of successes with the Mote feedback. The learners have enjoyed scanning the QR codes and listening to the feedback. We have some case studies where learners have stated that the feedback has directly impacted their learning and future skills. We have also managed to use Mote to embed in Google Slides as verbal instructions and for all class feedback.

There have also been barriers. Not all learners have the access to a QR reader on their mobile device. We do also embed feedback by using ‘hypermotes’ but then the learners have to log on to a laptop and find the document. This can be lengthy and confusing for some. It can take 10 minutes to listen to the document where it would have been instant for written feedback, or teacher 1:1 verbal feedback. Additionally, many learners do not have access to headphones and it can be the case that they would rather listen to it when they return home and they may forget to play the feedback. If we play it in the lesson, they can then hear 20 versions of the teacher giving individualised feedback.

Moving forward, we will continue to use Mote but will use it alongside other forms of feedback such as peer and self-marking. It is still a ‘work in progress’ as we have yet to find the right approach to using this for paper-based tasks. It works effortlessly when learners create a typed response using Google Docs as we highlight the text and then record the relevant feedback.

Lastly, we still need to work with how to store and track the progress made as a result of the recordings provided. We can see who opens the recordings – but need to understand how and why it may improve their English skills. We also need to understand the next steps in supporting learner progress. We have attempted this during the year but have not created an accurate tracking system.

Organisational Development

We went into the project with an ambition to change and streamline our marking process for all GCSE and ESOL learners; however, the numbers were too great. By choosing smaller groups of learners across different abilities we were able to identify who benefited from the project. It was great to see the ESOL learners embrace the feedback given and we feel this is only the beginning for them. Working with the ESOL department and understanding how the learners developed their skills will be ongoing after this project concludes. We were able to work closely with the Mote team to evaluate the correct tools for our learners and suggest improvements for future releases of the app. Elsewhere in the organisation, colleagues are using Mote effectively for digitally produced assignments and we will have shared our experiences using the same tool, but on paper-based assessments.

We have enjoyed the project and have realised that Mote is a very useful tool for feedback. As the project developed, we soon discovered that we could use the tool for many other purposes.

The main challenge we found was the quantity of individualised feedback we had to record and share with the learners. Every GCSE lesson is three hours long and during that time a task is completed by the learners. At first, we found that we could not record the feedback on a weekly basis for these 20 learners for each lesson. When the lesson had finished, we then had to record the feedback. It was more time efficient to continue with our usual methods of in class feedback such as peer marking, all class feedback and face to face feedback as the teacher checked learners’ work during class.

Instead, we chose to use the Mote feedback method on the three progress tests for GCSE. This was much more effective and straightforward as we had to provide clear feedback to enable them to improve their practice. Similarly, the same approach was used with the ESOL team as they delivered the feedback following the assessments that took place during the year. We were using this for the paper-based assessment and when learners received the marked paper they had the audio Mote feedback to listen to whilst looking through WWW/EBI.

We attempted to use a Google form for group feedback following one of the progress tests. Each question from the test had a Mote recording explaining what worked well overall as a class and what needed to be worked on. Learners were then asked to set a target for each question where they achieved less than 50%. Due to the length of the feedback the recordings lasted for about 15 minutes and many learners struggled to retain the information.
We loved using the QR codes and these became easier to use and embed for feedback following a number of meetings with the developers. In the ESOL classes, QR codes were displayed on the class whiteboard under each individual learner and they were able to scan and listen within the lesson.

We went on to use the QR codes for other tasks as well as providing feedback. Most recently, we developed Top Tips for English GCSE revision and these were added as QR codes and posted around the College and on the Google classroom.