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Institute of Education University of London Susan Hallam Alison Kirton Jack Peffers Pamela Robertson Gordon Stobart
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1. Executive summary 1.1 Background 1.2 Aims of the evaluation 1.3 Methodology 1.4 Analysis of data 1.5 Findings 1.6 Comparison between primary, special and secondary schools 1.7 Sustainability 1.8 Dissemination 1.9 Recommendations
2. Introduction 2.1 The Future Learning and Teaching (FlaT) Programme 2.2 Background and context for the Assessment is for Learning Development Programme 2.3 Support for Professional Practice in Formative Assessment 2.4 Formative Assessment 2.5 Aims of the Evaluation
3. Methodology 3.1 Design of the evaluation 3.2 Existing and emerging documentation 3.3 Interviews 3.4 Attendance at meetings 3.5 Field visits 3.6 Observation of classes 3.7 Phase 2 of the evaluation 3.8. Analysis of data
4. Phase 1 of the Evaluation: Findings relating to Primary and Special Schools 4.1 Aims and implementation of the project 4.2 Formative assessment strategies implemented 4.3 Use of resources 4.4 Record keeping 4.5 Development of the project 4.6 Difficulties in implementation 4.7 Effects on pupils 4.8 Effects on teachers 4.9 Perceived outcomes in relation to the whole school learning climate 4.10 Parental involvement and response to the project 4.11 Factors contributing to success 4.12 Challenges 4.13 Comparator schools 4.14 Dissemination 4.15 Summary of impact on Primary and Special Schools
5. Phase 1 of the Evaluation: Findings relating to Secondary Schools 5.1 Scope of implementation of the project 5.2 Development of the project 5.3 Difficulties experienced in the implementation of the project 5.4 Impact on pupils 5.5 Impact on teachers 5.6 Perceived outcomes for the whole school 5.7 Parental involvement 5.8 Factors contributing to success 5.9 Challenges 5.10 Comparator schools 5.11 Dissemination 5.12 Summary of impact on secondary schools
6. Phase 1 of the Evaluation: The role of the Education Authority 6.1 Dissemination
7. Phase 1 of the Evaluation: The role of the project development team 7.1 Early stages 7.2 Overall support
8. Phase 1 of the Evaluation: Perceived effects of the project for pupils
9. Phase 1 of the Evaluation: Perceived effects of the project on teachers, pedagogy and parents
10. Phase 2 of the evaluation 10.1 Scope of Phase 2 of the evaluation 10.2 Primary schools 10.3 Secondary schools
11. Assessment for learning in a Special School 11.1 Background 11.2 Implementation of the project 11.3 Impact on learning and teaching 11.4 Sustainability
12. Phase 2 of the evaluation: Perceived effects of the project for pupils
13. Phase 2 of the evaluation: Perceived effects of the project on teachers, pedagogy and parents
14. Comparison between primary, special and secondary schools
15. Conclusions 15.1 Pupils 15.2 Teachers and teaching 15.3 School development 15.4 Parental involvement 15.5 Factors contributing to success 15.6 Obstacles to success 15.7 Education Authorities 15.8 Project management 15.9 Policy 15.10 Dissemination
16. Recommendations
17. References
18. Appendices
Page updated: Monday, March 20, 2006