We have included examples of the research carried out by staff last year looking at improving the performance of boys.
Technology teacher Tris Rogers carried out the following research with the aim of identifying ways of removing the gender gap in performance. This is his review.
Does using regular testing and feedback raise performance?
Regular weekly testing, peer or self assessment and feedback. Time given for students to make corrections.
Summary of what you did to adapt your practice
Students were given a spelling test of key words once a week; there has been no expectation of practice or revision at home. The same words but in a different order were repeated approximately four times or until a noticeable improvement was seen in the results, at this point new words were added to the bank of words which they were expected to know. Students marked their own or peers’ work and then had to make corrections before moving on to the main lesson task.
How did you test and review the impact of your research?
Results of the test were recorded on a spreadsheet, which was shown to pupils. It was colour coded to show any increase or decrease in performance which makes it easier to see from the back of the class. It is also a quick and simple way to reward Vivos (behaviour points) for consistency or improvements from their previous results.
Teaching assistants and a technology technician have all commented on the way the pupils have taken to the regular tests and often remind me when it’s test day.
Summary of Impact so far
There is a definite pattern showing improvement for most pupils, in a class of 25 there were two who showed little improvement or drops in results if given a week or two off. Retention of knowledge for most was good and even after a ‘break’ the results were still showing improvements over the original data.