'Do you want to know a secret?': Who knows and who doesn’t, but should?
etf:3392
This study sought to discover the extent to which teachers knew the 'secrets' of feedback, and whether their students used it effectively.
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Evaluation and assessment
'It’s like a thousand stars are shining on you, (or) it’s like you’ve died': FE Teachers’ Lived Experience of Graded Observations
etf:3391
This paper explored the effect that graded observations have had on teachers, their practice and their wellbeing.
Seeing success: The use of formative assessment for adult Further Education students in GCSE English
etf:3390
This paper explored the apparent contradiction between a focus on assessment criteria - potentially killing creativity - when creative writing forms a large part of the GCSE English exam content.
Black Box for the Thin Blue Line: Developing self and peer assessment in police command training
etf:3389
This paper considered whether there is a role for self and peer assessment in police courses, normally focussed on directed training, when students are faced with high stakes, often career defining, pass/fail tests.
How can I be sure?: Revisiting Assessment Practices in GCSE English in the FAVE Sector
etf:3383
A doctoral thesis that explores the potential benefits and challenges of employing an adaptive comparative judgement (ACJ) approach in comparison with the summative assessment of GCSE English students’ creative writing in the FAVE (Further, Adult and Vocational Education) sector.
Beyond Individual Learning Plans - exploring goal setting with adult learners
etf:3382
A doctoral thesis investigating strategies that can help ESOL learners develop the ability to self-direct their learning of English outside of the classroom.
Anthology of Practitioner Action Research Reports (2020-21)
etf:3381
An anthology of action research accounts, containing 53 chapters written by practitioners from post-16 education settings across England, along with think-pieces from members of the OTLA programme team.
Using Online Assessments and Activities to Foster Independent Learning and Improve Teaching
etf:3376
A whole department approach exploring the impact of online assessment on the planning and delivery of Maths, and learner response to tasks.
A Flipped Approach to Engaging, Supporting and Building Confidence
etf:3370
This project investigated whether a more nuanced approach to weekly digital diagnostic assessments for GCSE Mathematics Resit classes would improve learner motivation and confidence.
Gamification and Closing the Feedback Loop
etf:3368
This project used gamification to enhance the quality and use of feedback in consultation with English and Maths learners.
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