1. Gruntvig EUROPE NET II A research project by Tamara Kropiowska Jerzy Paczkowski ODN Słupsk Formative assessment in adult education SUMMARY Barnsley, May 2011 1

2. Gruntvig EUROPE NET II A joint partnership project was realised by partners from the UK, Spain, Poland and Sweden, within which three main topics were the object of investigation: recruitment of male learners supporting older learners formative assessment. The task of the Polish group was to conduct research on formative assessment practices: preparation elaboration of the results of the surveys. 2

3. Why? Why formative assessment? because the partners are interested in the proposal for such research (Sweden 2008). Why did Polish partners take up this problem? because we have experience in promoting FA, because we have experience and achievements of conducting research – the following two slides present exemplary results of some of the research studies carried out by ODN in Słupsk. 3

4. Example 1 – School requirements In better (EWD+, chart - No. 1) schools students know more often: what they need to learn, which messages are important for further learning, knowledge and skills that the teacher will assess, that the skills learned in class will allow them to do homework. In the study conducted in 2010 with almost 700 respondents (app. 700 pupils and almost 200 teachers) in 12 Polish junior secondary schools, we indicated that: 4

5. Example 2 – Atmosphere Higher achievements are obtained by a student who (EWD+, chart - No. 1): has enough time to think over an aswer, can discuss solutions with his classmates, enjoys friendly atmosphere in the classroom, has teacher's support, his interest and time. 5

6. 6 Europe Net II – Objectives The aim of this study is: to determine how learners and tutors feel about FA practices; to learn about tutors and learners opinions on the potential influence of methods of teaching and assessment on the motivation of adults for learning; to compare the use of FA in the countries participating in the project; to determine the extent to which different techniques are used in FA in vocational and theoretical courses. 6

7. Europe Net II – Area of research and methods The study was conducted in March/April 2011 in the four partner countries: the UK, Sweden, Spain and Poland. The study involved 193 students and 71 teachers. The study tool was questionnaire, which was discussed by all partners. The questions were grouped into categories. 7

8. Categories of questions in the survey Feedback - information about student progress (what is already good, what needs correcting, how to correct it, what to do next?); School Requirements – formulation of objectives, identification of requirements and assessment criteria; Atmosphere in the class - asking questions, devoting extra time, chance for improvement; Assessment - formal, informal, self- and peer assessment. 8

9. Results and Findings Results The detailed analyses of the results of the questionnaires were presented in Barnsley on 3 May 2011. Conclusions and recommendations The results and conclusions were presented in Barnsley on 5 May 2011 at the meeting with local partners of the project. 9

10. Teachers and learners Most respondents are from vocational courses, the least learners and teachers from leisure courses who are only from England. 10

11. Learners age Adult learners in Poland are the youngest. Respondents over 60 were present only among those from England. (the number of respondents is given in brackets) 11

12. Summary – Feedback In most cases learners are more critical and their responses are more diverse than those of teachers (except the UK). English teachers use feedback more often than others ( for learners and for tutor ). Swedish teachers inform students about their progress the least often or are the most critical (primarily about the achievements). Polish teachers talk to students about their teaching methods and assessment the least. 12

13. Results and Findings - Feedback The weakest element of feedback is informing learners about their achievements (Feedback+). (numbers of questions from the survey are given in brackets) 13

14. Summary – School requirements In Spain, the differences between the opinion of teachers and students are the largest among the countries surveyed. Perhaps teachers should use a more straightforward language. 14

15. Summary – Atmosphere A friendly atmosphere during classes is the strongest element of all aspects of formative assessment in all partnership countries. 15

16. Summary – Assessment Only in England self- and peer-assessment are used in app. 70%. In the remaining countries the indications are lower, even in the teachers opinions. 16

17. Answers to the questionnaire – part E Differences in the opinion of teachers and learners are significant in all partner countries. Answers to Question 3 (time devoted to the achievement of learning aims) may reflect learners motivation to learning. Polish learners motivation seems to be the weakest. 17

18. Summary More critical were learners than teachers (except for the UK); Formative assessment is used in UK more often than in other contries; Swedish teachers and pupils are more critical with regard to assessment methods used by teachers than learners and teachers in the other; FA is used in vocational courses to a greater extent than in theoretical ones; Leisure courses use significantly more FA than other courses, but due to the small amount of data, they are statistically insignificant. 18

19. What should teachers improve? Feedback Teachers should provide more feedback, especially concerning learners achievements (mainly in Sweden); Teachers should talk to learners about methods of teaching and methods of assessment - feedback for teachers (esp. in Poland). Requirements Teachers should formulate the criteria of assessment in a detailed way (also in the UK); Teachers should formulate objectives and requirements in a student friendly language (esp. In Spain). Atmosphere Tutors could give learners more time to answer questions, opportunity to discuss the answers in pairs or groups; Tutors could give learners the option to redo work; Tutors could give more challenging tasks (esp. in Spain and Sweden). Assessment There could be more self- and peer-assessment. 19

20. Final remarks Since: the number of the surveyed learners and teachers in the partnership countries was not too large: teachers<30, learners<60; the specificity of adult education in partnership countries We cannot: compare the application of methods and techniques of formative assessment in the partnership countries in a responsible way, treat the conclusions as binding and final. We should: treat our conclusions as a signal of certain phenomena, use the results as suggestions for further analyses. We can: use the material (detailed analyses of the data conveyed to the partners) as a basis for further deeper studies. 20

21. Thank you for your attention… Contact: t.kropiowska@odn.slupsk.pl j.paczkowski@odn.slupsk.pl 21