7/29/2019 AR1 - 081126
1/13
DTLLS ASSIGNMENT AR/1
NEIL HATELEY V1 Page 1
OCNW Level 5Diploma in Teaching in the Lifelong Learning Sector Pt 2
NAME:
OPTION UNIT: Action Research TASK : AR/1
LECTURER: LINDA HARRADINE
DATE DUE: 6th November 2008 SUBMITTED:
THE CANDIDATE MUST COMPLETE THE SECTION BELOW
(Ensure that the assessment criteria are listed)I certify that this is my own work and not plagiarised and understand that copied work from anysource will be treated as a FAIL. In this work
I am claiming the following assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4.Signed (student):
LECTURER FEEDBACK and OVERALL DEVELOPMENTAL ADVICE: (please
continue on a separate sheet if necessary)
PASS or REFERRAL for work on the following criteria:
Signed: .............................................. (Lecturer) Date:
date for RESUBMISSION: After Resubmission PASS FAILSigned: ............................................. (Lecturer) Date:
Internal Verification
(See V10 for comments) Signed : Date:
External Moderation Signed: .. Date:
7/29/2019 AR1 - 081126
2/13
DTLLS ASSIGNMENT AR/1
NEIL HATELEY V1 Page 2
Unit title: Action Research - Level 5
Learning
Outcomes
The learner will:
Assessment Criteria
The learner can:
COURSE-WORK
TASK
1.1 Analyse the key features and purpose of actionresearch.
AR/1
1.2 Analyse key features of the action research cycle. AR/1
1 Understand thekey features andpurpose of action
research.1.3 Identify and evaluate the implications of a model for
action research.
AR/1&
AR/5
2.1 Select and justify choice of an appropriate area of
own practice for action research.AR/1
2.2 Plan and demonstrate implementation of a clear
intervention strategy.AR/1
2.3 Justify the chosen intervention strategy and
timescales.AR/1
2 Understand and
demonstrate
procedures to
be used when
initiating actionresearch.
2.4 Discuss ethical and political considerations and
issues of confidentiality, explaining how these will be
observed in practice.
AR/1
3.1 Identify and draw on appropriate and relevant
literature, demonstrating use of standard referencing
methods.
AR/2
3.2 Evaluate a range of methods of qualitative and
quantitative data collection, comparing advantages
and disadvantages.
AR/3
3 Understand and
apply action
research
methodology.
3.3 Explain and justify choice of methods selected for
own researchAR/3
4.1 Discuss ways in which collected data may be
analysed.AR/34 Understand and
demonstrate how
to collect, present
and analyse
appropriate data.
4.2 Collect, present and analyse appropriate data.AR/3, 4
5.1 Report clearly and objectively on results achieved,identifying and discussing conclusions reached.
AR/45 Understand anddemonstrate how
to present
research
conclusions.
5.2 Recommend and justify action to be taken based on
these conclusions.AR/4
6.1 Evaluate own approaches, strengths and
development needs in relation to action research.AR/56 Understand how
to evaluate the
effectiveness of
own practice6.2 Plan opportunities to develop and improve own
skills in action research.AR/5
7/29/2019 AR1 - 081126
3/13
DTLLS ASSIGNMENT AR/1
NEIL HATELEY V1 Page 3
Indicative content
Opportunities to explore different approaches to data collection methods
Action research cycle: e.g. identifying an appropriate issue, formulate the hypothesis,
explore suitable methodology, undertake a pilot study (if appropriate), collect primary data,
analyse the evidence, draw conclusions, modify the hypothesis, plan further research etc.
Appropriate area of study Intervention strategies and time scales: e.g. planning strategies and drawing up
schedules, structuring and timing of primary data collection, sources of evidence etc.
Ethical, political and confidentiality issues
Relevant literature and referencing
Qualitative and quantitative data collection: e.g. qualitative (statements, perceptions,
values) quantitative (statistical data), questioning as a research tool etc.
Selecting methods appropriate to research
Data collection and presentation: e.g. recording findings in appropriate format, collectand review data using appropriate methods etc.
Data analysis: e.g. comparisons of variables, trends, forecasting; comparison of results, graphs,
charts etc. correlation between data sets (mean, median/ mode, standard deviation)
Results and conclusions: e.g. clear and objective reporting on results, conclusions,
implications for improvement
Recommendations and actions: review approach to research methodology, suggest
improvements, identify unanswered questions, issues considered through the research, any side
issues, recommendations for implementing professional practice
Strength and development needs: e.g. evaluation of the knowledge, skills andunderstanding developed through undertaking the research
Opportunities to develop and improve own practice: e.g., staff development
opportunities etc.
7/29/2019 AR1 - 081126
4/13
DTLLS ASSIGNMENT AR/1
NEIL HATELEY V1 Page 4
COURSEWORK: ACTION RESEARCH
AR/1: PROPOSAL
1. Identify an area for research that will allow you to investigate an aspect of your practice.
This topic should be something that is in your control and lead you to do active
reflective-practice.2. Produce a 500-word outline that identifies the following:
Name and course
Proposed area of investigation
How the area of investigation will be clarified
An explanation of the action research model to be used (if a graphic is available, please
append it)
What research methods will be used at the early stages of the investigation and why
Who the participants will be
How the data will be interpreted Possible problems with the data collection
If problems arise, what contingency plans are in place
Ethical issues that apply to the investigation
Actions to ensure ethical research
3. Draw up a table that clearly shows your timetable of events from now until the
presentation date in Mid-late May
AR/2: LITERATURE REVIEW
Review primary and/or secondary sources to craft an academic story that contextualises your
topic (1000 words).
AR/3: DATA COLLECTION
Collect and critically analyse appropriate data. You should critique the the action research
model and your research methods. (500 words).
AR/4: PRESENTATION
Report on the outcomes of the research, clearly stating your conclusions andrecommendations. You should have a 500 word summary paper with bibliography to distribute
to all in the group.
AR/5: SELF EVALUATION
From your research experience, critically evaluate your own approaches, strengths and
development needs. Plan opportunities to improve your skills. Your account should be linked
to the SVUK professional standards.
Remember : You must show skills of critical evaluation in your writing.
7/29/2019 AR1 - 081126
5/13
DTLLS ASSIGNMENT AR/1
NEIL HATELEY V1 Page 5
Recommended Reading
Bassey M (2002) Case Study Research in M.Coleman & Briggs eds. Research methods in
Educational Leadership and Management Paul Chapman, UK
Best J & Kahn J: (2003) Research in Education Allyn & Bacon
Cohen et al: (2000) Research Methods in Education Routledge Falmer
Coleman M & Briggs A eds: (2002) Research methods in Educational Leadership and Management
Paul Chapman Publishing
Denscombe M: (2002) Ground Rules for Good Research Open University Press
McNiff J, Lomax P, Whitehead J: (2004) You and Your Action Research Project Oxford: Routledge
Falmer
Robson C: (2005) Real World Research Oxford: Blackwell
Wragg T (2002) Interviewing. In: M Coleman & Briggs, (eds.) Research Methods in Educational
Leadership and Management Paul Chapman Publishing
7/29/2019 AR1 - 081126
6/13
COMPARATIVE EVALUATION OF ELICITATION
METHODOLOGIES IN ASSESSMENT FOR LEARNINGWITHIN A CLASSROOM ENVIRONMENT
AN ACTION RESEARCH PROJECT
By Neil Hateley, BSc. (App. Phys.), MSc (Business
Computing)
Submitted in partial fulfilment of the requirements for thequalification of
Level 5 Diplomain
Teaching in the Lifelong Learning Sector
Period of study:
2007 2009
Huntingdonshire Regional College
November 2008
7/29/2019 AR1 - 081126
7/13
Action Research Project Proposal
Neil Hateley Page 7 of 13
Proposed area of research:
The evaluation of learning forms a key part of the education process, this is an area
in which the author considers their own teaching needs improvement, the
investigation will focus on the relative merits of a range of techniques when used in a
classroom environment.
The Qualifications and Curriculum Authority have published a document entitled
Assessment for learning: beyond the black box (Beyond the black box, 2008), in
this publication the following assessment for learning methodologies were identified:
q observing pupils this includes listening to how they describe their work and
their reasoning
q questioning, using open questions, phrased to invite pupils to explore their
ideas and reasoning
q setting tasks in a way which requires pupils to use certain skills or apply
ideas
q asking pupils to communicate their thinking through drawings, artefacts,
actions, role play, concept mapping, as well as writing
q discussing words and how they are being used.
It is the intention to make use of a range of these techniques during the research
activity, and to compare the relative merits of the technique when applied to two
groups of learners both studying the same course.
How the topic of interest will be clarified
The research activity will clarify the effectiveness of a range of available and
applicable techniques which the author would be able to use as part of the routine in
7/29/2019 AR1 - 081126
8/13
Action Research Project Proposal
Neil Hateley Page 8 of 13
class assessment techniques. By comparing similar assessment techniques an
optimum assessment strategy for the lecturer and subject area may be discovered.
The main benefit would be to identify and optimise the use of assessment techniques
during lessons.
Action research model to be used
It is intended to utilise a spiral model for the action research method (Special
Pedagogies, 2008), this will ideally cover no less than three cycles with each student
cohort, allowing each of the three techniques being investigated to be used with each
cohort.
7/29/2019 AR1 - 081126
9/13
Action Research Project Proposal
Neil Hateley Page 9 of 13
If the opportunity presents its self then the experiment will be extended to include
repeated use of the techniques within each group.
Research method(s) at each stage:
Use will be made of the following techniques:
q Method 1: questioning, using open questions, phrased to invite students to
explore their ideas and reasoning questions and responses will be recorded
using electronic recording equipment and transcribed for the purposes of the
report.
q Setting tasks in a way which requires students to use certain skills or apply
ideas this will include the following two methods:
o Method 3: On line assessment via the virtual learning environment,
marked on line using the scoring systems within the virtual learning
environment.
o Method 4: Paper copies of the on line assessment assessed as paper
tests and marked either by the lecturer or by fellow students..
It is envisaged that these three techniques will be the most applicable to the cohort,
in terms of the learners motivation to engage and perform during the assessment,
other techniques as outlined earlier would be difficult to compare in a controlled
manner or would result in limited levels of acceptance by the student cohort.
In order to provide a fair comparison between assessment methodologies, a common
set of questions will be developed for each of the six weeks of the project. These
questions will be presented in two of the three forms described.
When open questioning is being used, a set of PowerPoint slides may be prepared to
display the question set, this should assist with adherence to the prescribed set of
questions. The other forms of questioning will make use of paper or online question
sets as appriopriate.
7/29/2019 AR1 - 081126
10/13
Action Research Project Proposal
Neil Hateley Page 10 of 13
Participants:
Two groups of BTEC First diploma students are timetabled for two discrete units with
the author, it is intended that the students be used alternately for one type of
assessment whilst the other cohort are assessed using a different method of
assessment. The assessment method will alternate in accordance with the grid in
table 1:
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Learner group 1 Method 1 Method 3 Method 2 Method 1 Method 3 Method 2
Learner group 2 Method 2 Method 1 Method 3 Method 2 Method 1 Method 3
Table 1: Assessment delivery grid
A total of three different assessment methods will be used, these will include the
methods detailed previously in this document.
Secondary sources:
The work of Black and Wiliam (Teachingexpertise, 2005) and the work of the QCA
assessment reform group (QCA, 2008) provide major tracts of research within the
domain, further work by Petty (2006) adds interpretation to the other literature.
Data interpretation:
Direct comparison of results from similar tests in varied domains provides one
possible method of comparison between the assessment techniques, another
technique would be to conduct a simple survey with the students to ascertain their
appreciation of the methods used.
In addition, the delivery experience of the tutor is key to the success of the
assessment methods, for optimal success assessment should be easy to administer
and to score or mark. The relative comparison between each of the proposed
7/29/2019 AR1 - 081126
11/13
Action Research Project Proposal
Neil Hateley Page 11 of 13
methodologies should allow the tutor to evaluate the impact on their workload of the
techniques being investigated.
Time scale:
It is anticipated that the bulk of the question development and data collection will be
conducted between November 2008 and February 2009, analysis of the results and
the subsequent presentation of data in a final report will be completed between
February and April 2009.
Possible Problems:
Possible problems may include the lack of acceptance of the techniques with the
learner groups.
Questioning methodologies require that the group members are keen to participate,
reluctant students can easily be allowed to fall into the shadows and not offer their
opinion on the subject under discussion.
Students responses could be recorded using a voice recorder with a wide area
microphone. This may cause some students to become shy but not more than
normal, this recording method will however require explanation, which means this
part of the assessment cannot be conducted without explaining to students that an
experiment is being conducted and giving the students the opportunity to withdraw
from the experiment should they desire.
Test papers whether on line or in paper form can cause anxiety amongst learners
who find reading or writing difficult. The mitigating factor here is that the questions
being planned are multi-choice format and this provides the students with an easier
option than an open writing response.
7/29/2019 AR1 - 081126
12/13
Action Research Project Proposal
Neil Hateley Page 12 of 13
Contingency Plan:
Other assessment techniques may be considered in the event that one technique
fails to effectively assess each cohort. Technical failure of the online assessment
system may pose a problem should this occur, trial assessments will be conducted
with other student groups before the method is used with the target student group.
Ethical issues:
Most of the assessment will be conducted in a blind trial neither group of students
will be informed of the nature of the assessment before results are obtained. The
results will be anonomised to remove student names from the resultant analysis for
the study. However, the questioning techniques will need to be voice recorded to
allow students responses to be properly transcribed, this will require authority from
the students and students will be allowed to accept or decline to take part.
Actions to ensure ethical research
Anonomisation of data which is included in the final report will be used to remove
traceability of subjects from the study. Students will be debriefed after the experiment
to show the overall result of the investigation.
Bibliography
Assessment Reform Group.1999. Assessment for learning: beyond the black box,
(University of Cambridge School of Education, 1999) Available at:
www.qca.org.uk/libraryAssets/media/beyond_black_box2.pdf [accessed 28/10/2008].
Petty, G. (2006) Evidence Based Teaching - A practical approach, Cheltenham:
Nelson Thornes.
7/29/2019 AR1 - 081126
13/13
Action Research Project Proposal
Neil Hateley Page 13 of 13
QCA (2008) AfL: Overview documents. [online] available from: http://www.qca.org.uk
/qca_13440.aspx [accessed 28/10/2008]
Special Pedagogies (2008) Action research cycle [online] Available from:
http://www.det.nt.gov.au/education/special_education_wellbeing/initiatives/images/
action%20_research_cycle.jpg [accessed 28/10/2008]
Teachingexpertise (2005) Black, Wiliam and assessment for learning [online]
teachingexpertise.com. Available from: http://www.teachingexpertise.com/articles/
black-william-assessment-learning-118 [accessed 13/04/2008].