True sustainable transformation must be measured by the number engaged in the process of continuous improvement of the learners and the continuous improvement of teams and organisations in their community.
The scale of individual personalisation imagined is incredible and it is hard to imagine how the success of such a system could be evaluated and improved without evidence gathering at the individual level for all those involved.
The amount of evidence required challenges the traditional model of the teacher as the gateway to assessment and knowledge. In this new model, the needs of each learner are for personalised and diverse support. This is only scalable if a peer to peer model is developed.
Starting with a very basic system in West Park Community School in Derby, UK back in 1990, I have now developed a system that spans thousands of learners over numerous countries and supports authoritative peer assessment, peer learning and peer mentoring.
Given that this online system of tools is only available through an annual licence fee currently I will not describe it specifically in this document as I am certain that numerous systems will eventually be developed to support peer learning in a way which can be evaluated and wish to describe the principles rather than the specific software in this document but in the absence of other models currently available I will need to use the current online tools as an example of how such methods can be put into action. For further details visit the site at www.pbyp.co.uk
Learner driven impact assessment for teacher action research
- If teachers are attempting to drive up progression, a separate international benchmarked measure of progress can provide authenticity to action research
- The analysis of the impact happens within a common framework so that like can be compared to like. This allows comparative measures of the impact of teacher projects and school based project.
PbyP Tool #12 – Impact Assessment of Teacher Action Research
In the PbyP online tool,
- Teachers collaborate to create a ladder explaining how each core aim of the school could be progressed by their own ‘projects’ in their own classrooms or departments
- The ladder is uploaded into the tool and matched to generic categories
- Each teacher decides on the level of difficulty of the project they will do and enters: The group, the core aim and the title of the project
- They start the project
- They are instantly connected to other teachers trying similar projects and case studies of past practice
- A questionnaire goes out to all learners in the group they have identified. This takes a snapshot of their current achievement and asks attitudinal questions
- At the end of the project a similar snapshot and questionnaire is gathered
- The project now has before and after data from which to estimate impact
- The teacher decides if they want to post their project and the analysis data that goes with it as a case study
- The international benchmarking and learner feedback on projects builds into a peer assessed database of what has impact in education.
Peer assessment online for teacher action research
- Every project and innovation conducted by teachers can be presented together with the impact assessment data so that teachers are instantly connected to an authoritative database of practice and professionals.
- The framework categorises the work of schools and teachers so that connections between them can be much more efficient
System level monitoring and evaluation
- A common system for learners, teachers and organisations opens up considerable new opportunities for data analysis and impact assessment.
- The current system links these back to the core aims to aggregate impact at the local and regional level.
- Personalised learning requires such a structure to enable system wide live evaluation of impact.