View My Other Academic Publications On ( Click On the Logo)

Abstract

The purpose of this research was to develop a deeper understanding about the place of student progress and interrelated processes in teachers’ practice within a secondary school (11- 18 years old) in the Channel Islands, and to consider the findings as a basis for future professional development. Researchers such as Hattie (2012) have suggested that student progress should be given more prominence through using data-based systems to promote more informed decision making. Whilst a greater focus on progress and its measurements could benefit the learners, support the development of their teachers, and also institutional performance, findings suggest that learning data (Finn, 2015) appears to play a more and more prominent role in the practice of teachers (Anderson et al., 2010, Charlton et al., 2013, Foundation, 2015). Participants viewed data as a useful tool for learners and their teachers to engage with, in order to enhance learning. However, a deeper investigation of teachers' discourse showed that the nature of institutional information systems using learning data affected their validity and reliability, whilst uncovering some existing underlying power relationships, which blurred the line as to whether learning data was used to measure institutional performance, or as a basis for reflection for teachers' growth (Braun, 2005). This small-scale, qualitative research consisted of a questionnaire and a group interview in a case study to identify phenomena in teachers’ practice around formative assessment, feedback about progress, and its relationship with data generation and its uses. Findings echo the growing concerns about the potential negative impact of cultures of accountability (Ball, 2016, Sahlberg, 2010, Hardy and Lewis, 2017) that may arise through the use of data (Anderson et al., 2010, JISC, 2017, Stewart, 2017, Hardy and Lewis, 2017) and influences it may have on teachers’ praxis and professionalism (Ball, 2016, Day, 2002, Evans, 2011).

What was my area of research and how it was conducted and data analysed ?

What were the key findings and areas for further reflections ?

Bibliography

Adu, P. (2015a) Conducting Qualitative Analysis Using NVivo 11 (Part1) by Philip Adu, Ph.D. NCADE The Chicago School of Professional Psychology. Available at: https://www.youtube.com/watch?v=JPpETphj5F4.

Adu, P. (2015b) Conducting Qualitative Analysis Using NVivo 11 (Part 2) by Philip Adu, Ph.D. NCADE The Chicago School of Professional Psychology. YouTube: YouTube. Available at: https://www.youtube.com/watch?v=JPpETphj5F4 2017).

Adu, P. (2015c) Conducting Qualitative Analysis Using NVivo 11 (Part 3) by Philip Adu, Ph.D. NCADE The Chicago School of Professional Psychology. YouTube. Available at: https://www.youtube.com/watch?v=JPpETphj5F4 2017).

Allen, M., Coble, C. and Crowe, E. (2014) Building an evidence-based system for teacher preparation by teacher preparation Analytics. Available at: http://caepnet.org/~/media/Files/caep/accreditation-resources/tpa-report-full.pdf (Accessed: 2016/06/28).

Anderson, S., Leithwood, K. and Strauss, T. (2010) 'Leading Data Use in Schools: Organizational Conditions and Practices at the School and District Levels', Leadership and Policy in Schools, 9(3), pp. 292-327.

Appelbaum, S. H., Habashy, S., Malo, J. L. and Shafiq, H. (2012) 'Back to the future: revisiting Kotter's 1996 change model', Journal of Management Development, 31(8), pp. 764-782.

Association, N. E. (2014) 'THE CASE FOR GROWTH'.

Avalos, B. (2011) 'Teacher professional development in Teaching and Teacher Education over ten years', Teaching and Teacher Education, 27(1), pp. 10-20.

Ball, S. J. (2010a) 'New Voices, New Knowledges and the New Politics of Education Research: The Gathering of a Perfect Storm?', http://dx.doi.org/10.2304/eerj.2010.9.2.124.

Ball, S. J. (2010b) 'New Voices, New Knowledges and the New Politics of Education Research: the gathering of a perfect storm?', European Educational Research Journal, 9(2), pp. 124-137.

Ball, S. J. (2016) 'Neoliberal education? Confronting the slouching beast', Policy Futures in Education, 14(8), pp. 1046-1059.

Ball, S. J. (2017) The education debate. Policy Press.

Bartlett, S. and Burton, D. (2016) Introduction to education studies. Education studies: key issues series Los Angeles: SAGE.

Basit, T. N. (2010) Conducting research in educational contexts. Bloomsbury Publishing.

Bates, S. and Watt, L. (2015) 'Staff development for raising attainment: a practitioner's view of what works', Education 3-13, 44(1), pp. 44-52.

Bazeley, P. and Jackson, K. (2013) Qualitative data analysis with NVivo. Sage Publications Limited.

Bell, M. (2011) The case for evidence based teaching. Youtube. Available at: https://www.youtube.com/watch?v=W4eiIPA8ZcM&list=PLuzLRVEJrOMe9YBf6a4ptq_BUaIuvHhoB&index=12.

Bennett, R. E. (2011) 'Formative assessment: A critical review', Assessment in Education: Principles, Policy & Practice, 18(1), pp. 5-25.

Bergeron, P.-J. (2016) 'COMMENT FAIRE DE LA PSEUDOSCIENCE AVEC DES DONNÉES RÉELLES : UNE CRITIQUE DES ARGUMENTS STATISTIQUES DE JOHN HATTIE DANS VISIBLE LEARNING PAR UN STATISTICIEN', 51.

Black , P. and Wiliam , D. (1998) 'Inside the Black Box: Raising Standards Through Classroom Assessment'.

Borko, H. (2004) 'Professional Development and Teacher Learning: Mapping the Terrain', Educational Researcher, 33(8), pp. 3-15.

Braun, A., Maguire, M. and Ball, S. J. (2010) 'Policy enactments in the UK secondary school: examining policy, practice and school positioning', Journal of Education Policy, 25(4), pp. 547-560.

Braun, H. I. (2005) 'Using Student Progress to Evaluate Teachers: A Primer on Value-Added Models. Policy Information Perspective.', Educational Testing Service.

'The brilliant reason why one of the world's biggest companies is getting rid of performance reviews', (2015) The, Independent, 2015/07. Available at: http://i100.independent.co.uk/article/the-brilliant-reason-why-one-of-the-worlds-biggest-companies-is-getting-rid-of-performance-reviews--bkB4iz0IXe (Accessed: 2015/08/01).

Bromley, M. and Sec, e. (2013) 'Giving effective student feedback'.

Brookfield, S. (1987) Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting. United Kingdom: Milton Keynes : Open University Press, 1987.

Bryman, A. (2012) Social research methods. OUP Oxford.

Castle, K. (2012) 'Power and Status Theories in Teachers' Professional Development', Applying Theory to Educational Research: An Introductory Approach with Case Studies, pp. 47-59.

Charlton, P., Mavrikis, M. and Katsifli, D. (2013) 'The potential of learning Analytics and big data', Ariadne, (71).

Chene, G. 2015. KV716 – Change Management : Change in Teacher Performance Management in the Bailiwick of Guernsey. University of Brighton: University of Brighton.

Chene, G. 2016. ACADEMIC ENQUIRY ON EFFECTIVITY OF A TEACHER INTERVENTION PROGRAMME. University Brighton.

Coe, R. (2002) 'It's the effect size, stupid_ what effect size is and why it is important'.

Cohen, P. L., Manion, L. and Morrison, K. (2013) Research methods in education. Routledge.

Craft, P. A. (2002) Continuing professional development: A practical guide for teachers and schools. Google Books: Routledge.

Cutler, T. and Waine, B. (2000) 'Mutual Benefits or Managerial Control? The Role of Appraisal in Performance Related Pay for Teachers', British Journal of Educational Studies, 48(2), pp. 170-182.

Day, C. (2002) 'School reform and transitions in teacher professionalism and identity', International Journal of Educational Research, 37(8), pp. 677-692.

Desimone, L. M. (2009) 'Improving Impact Studies of Teachers' Professional Development: Toward Better Conceptualizations and Measures', Educational Researcher, 38(3), pp. 181-199.

Didau, D. (2017) Progress. London: Crown House Publishing Ltd.

Dignath, C. and Büttner, G. (2008) 'Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level', Metacognition and Learning, 3(3), pp. 231-264.

Downing, S. M. (2003) 'Validity: on meaningful interpretation of assessment data', Med Educ, 37(9), pp. 830-7.

Drachsler, W. G. a. H. (2012) 'Translating Learning into Numbers: A Generic Framework for Learning Analytics', Educational Technology & Society, 15 (3), 42–57.

Durlak, J. A. and DuPre, E. P. (2008) 'Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation', Am J Community Psychol, 41(3-4), pp. 327-50.

Dweck, C. S. (2006) Mindset: The new psychology of success. New York: Random House Publishing Group.

'Ecosystem: Cambridge English Dictionary', (2017) Ecosystem: Cambridge English Dictionary.

Education, D. F. (2014) Reforming assessment and accountability for primary schools government response to consultation on primary school assessment and accountability: Department For Education. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/297595/Primary_Accountability_and_Assessment_Consultation_Response.pdf (Accessed: 2017/01/28).

Educational excellence everywhere assessment of impact (2016): Department For Education. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/508427/Educational_excellence_everywhere_-_Impact_Assessment.pdf (Accessed: 2016/05/22).

EEF (2016) Assessing and Monitoring Pupil Progress: Education Endowment Foundation. Available at: https://educationendowmentfoundation.org.uk/resources/assessing-and-monitoring-pupil-progress/introduction/ (Accessed: 2016/12/12).

Evans, L. (2011) 'The ‘shape’ of teacher professionalism in England: professional standards, performance management, professional development and the changes proposed in the 2010 White Paper', British Educational Research Journal, 37(5), pp. 851-870.

Evidence based education :What is teaching in the 21st century? (2010). Battle of Ideas. You Tube. Available at: https://www.youtube.com/watch?v=W4eiIPA8ZcM&list=PLuzLRVEJrOMe9YBf6a4ptq_BUaIuvHhoB&index=12.

Farrell, J. G. L. (2013) 'Remaking the professional teacher: authority and curriculum reform'.

Fazekas, M. and Burns, T. (2012) 'Exploring the Complex Interaction Between Governance and Knowledge in Education', OECD Education Working Papers, No. 67.

Finn, M. (2015) Education, Data and Futurity: a data-based school in the North East of England. NonPeerReviewed, [Online] Available at: http://etheses.dur.ac.uk/11333/ (Accessed.

Finn, M. (2017) How can we think about data in schools? Atmospheres of progress and forging futures in a data-based school: University of Brighton. Available at: http://blogs.brighton.ac.uk/education/research-events/education-research-seminar-thurs-3rd-november-2016/.

Flipp, C. (2014) Grounded Theory. Available at: https://www.youtube.com/watch?v=M2DyB-hGX-Q (Accessed: 14/08/2017.

Foundation, B. M. G. (2015) Making Data Work For Teachers and Students.

Glaser, B. G. and Holton, J. 'Remodeling grounded theory'. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research.

Glazer, E. M. and Hannafin, M. J. (2006) 'The collaborative apprenticeship model: Situated professional development within school settings', Teaching and Teacher Education, 22(2), pp. 179-193.

Goldstein, H. (2001) 'Using Pupil Performance Data for Judging Schools and Teachers: scope and limitations'.

Government response to the Workload Challenge (2015): Department For Education.

Guba and Lincoln (2009). Available at: http://steinhardtapps.es.its.nyu.edu/create/courses/3311/reading/10-guba_lincoln_94.pdf (Accessed: 2016/03/19).

Hallinger, P. and Heck, R. H. (2010) 'Collaborative leadership and school improvement: understanding the impact on school capacity and student learning', School Leadership & Management, 30(2), pp. 95-110.

Hardy, I. and Lewis, S. (2017) 'The ‘doublethink’ of data: educational performativity and the field of schooling practices', British Journal of Sociology of Education, 38(5), pp. 671-685.

Hattie, J. (2012) Visible learning for teachers: Maximizing impact on learning. Routledge.

Hattie, J. (2015a) WHAT DOESN’T WORK IN EDUCATION : THE POLITICS OF DISTRACTION. Available at: http://visible-learning.org/wp-content/uploads/2015/06/John-Hattie-Visible-Learning-creative-commons-book-free-PDF-download-What-doesn-t-work-in-education_the-politics-of-distraction-pearson-2015.pdf (Accessed: 2016/05/08).

Hattie, J. (2015b) WHAT WORKS BEST IN EDUCATION: THE POLITICS OF COLLABORATIVE EXPERTISE. Available at: http://visible-learning.org/wp-content/uploads/2015/08/John-Hattie_Study_Pearson_Solutions_What-works-best-in-education_The-politics-of-collaborative-expertise_2015.pdf (Accessed: 2016/05/22).

Hattie, J. (2015c) 'WHAT WORKS BEST IN EDUCATION: THE POLITICS OF COLLABORATIVE EXPERTISE'.

Hattie, J. (2016) 11 questions to professor John Hattie, asked by teachers (VIDEO). Interview: Visible Learning. Available at: http://visible-learning.org/2016/07/ask-professor-john-hattie-a-question/ (Accessed: 2017.

Hattie, J. and Timperley, H. (2007) 'The power of feedback', Review of educational research, 77(1), pp. 81-112.

Hattie, P. J., Masters, D. and Birch, K. (2015) Visible learning into action: International case studies of impact. Routledge.

Hill, H. C., Beisiegel, M. and Jacob, R. (2013) 'Professional Development Research: Consensus, Crossroads, and Challenges', Educational Researcher, 42(9), pp. 476-487.

Hughes, G. (2014) 'Want to help students improve their work? Mark them on their progress', 2014-12-09. Available at: http://www.theguardian.com/higher-education-network/2014/dec/09/mark-students-progress-ipsative-assessment.

Hughes, G., Wood, E. and Kitagawa, K. (2014) 'Use of self-referential (ipsative) feedback to motivate and guide distance learners', Open Learning: The Journal of Open, Distance and e-Learning, 29(1), pp. 31-44.

Jennings, K. and Lomas, L. (2003) 'Implementing Performance Management for Headteachers in English Secondary Schools', Educational Management & Administration, 31(4), pp. 369-383.

Jensen, E. and Laurie, C. (2016) Doing real research A practical guide to social research. SAGE.

JISC (2017) How can we use data to improve teaching and learning? | Jisc: @jisc. Available at: https://www.jisc.ac.uk/rd/get-involved/how-can-we-use-data-to-improve-teaching-and-learning.

Kerr, Kerri A., Marsh, Julie A., Ikemoto, Gina S., Darilek, H. and Barney, H. (2006) 'Strategies to Promote Data Use for Instructional Improvement: Actions, Outcomes, and Lessons fromThree Urban Districts', American Journal of Education, 112(4), pp. 496-520.

Kingston, N. and Nash, B. (2011) 'Formative assessment: A meta‐analysis and a call for research', Educational measurement: Issues and practice, 30(4), pp. 28-37.

Kirkup, C., Sizmur, J., Sturman, L. and Lewis, K. (2005) Schools' use of data in teaching and learning RESEARCH. Available at: http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/RR671.pdf (Accessed: 2016/10/01).

Kirkup, C. J. S. L. S. K. L. (2005) 'Schools’ Use of Data in Teaching and Learning'.

Kotter, J. P. (1996) Leading Change. Boston, MA: Harvard Business School Press.

Krueger, R. A. 2002. Designing and Conducting Focus Group Interviews. University of Minnesota.

Kumar, R. (2014) Research methodology: A step-by-step guide for beginners. 4 edn. London: SAGE Publications.

Lankshear, C. and Knobel, M. (2004) A handbook for teacher research. Amazon.com: Books: Open University Press.

Laura Hamilton, Richard Halverson, Sharnell S. Jackson and Ellen Mandinach (2009) 'Using Student Achievement Data to Support Instructional Decision Making'.

Lindstrom, M. (2016) Small data: the tiny clues that uncover huge trends. St. Martin's Press.

Moerman, G. (2016) 5 5 Grounded theory. Method Statistics,. You tube: University of Amsterdam. Available at: https://www.youtube.com/watch?v=Y6f1GHjD5JQ 2017).

National Association of Elementary School Principals (2011) Using Student Achievement Data to Support Instructional Decision Making, USA: National Association of Elementary School Principals.

Nicol, D. J. D., Macfarlane‐Dick; (2007) 'Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice', Studies in Higher Education, Vol. 31, No. 2, April 2006, pp. 199-218.

NWEA (2014) 'THE CASE FOR GROWTH'.

O'Leary, Z. (2016) The essential guide to doing your research project. The University of Sydney: SAGE.

Oláh, L. N., Lawrence, N. R. and Riggan, M. (2010) 'Learning to Learn From Benchmark Assessment Data: How Teachers Analyze Results', Peabody Journal of Education, 85(2), pp. 226-245.

Osiris, E. (2015) 'A Programme Proven to Improve Teaching!'.

Oxford, B. (2015) 'Academic achievement - education - Oxford bibliographies - obo'.

Palaiologou, I., Needham, D., Male, T. and Conolly, M. (2015) Doing research in education: Theory and practice. SAGE.

Patel, S. (2015) The research paradigm – methodology, epistemology and ontology – explained in simple language. Available at: http://salmapatel.co.uk/academia/the-research-paradigm-methodology-epistemology-and-ontology-explained-in-simple-language.

Peterson, E. R. and Irving, S. E. (2008) 'Secondary school students' conceptions of assessment and feedback', Learning and Instruction, 18(3), pp. 238-250.

Philip Adu, P. (2017) Understanding the Basic Functions of NVivo Using Logic Model. Available at: https://www.slideshare.net/kontorphilip.

Priestley, M. (2017) Teacher agency: what is it and why does it matter? | BERA: BERA. Available at: https://www.bera.ac.uk/blog/teacher-agency-what-is-it-and-why-does-it-matter.

Progress 8 and Attainment 8 : Guide for maintained secondary schools, academies and free schools (2017), Department For Education.

Results and Progress Action Plan by Teacher (2015). Available at: https://docs.google.com/document/d/175LaX2eGNl2fhbjtyCBUqSlHQkppbp-F7VIfF4hvLvg/edit (Accessed: 2017/01/28).

Rhodes, C. and Beneicke, S. (2002) 'Coaching, mentoring and peer-networking: challenges for the management of teacher professional development in schools', Journal of In-service Education, 28(2), pp. 297-310.

Rubin, C. M. (2016-12-05 2016) 'The Global Search for Education: Would Small Data Mean Big Change?'. Available at: https://www.huffingtonpost.com/c-m-rubin/the-global-search-for-edu_b_12983592.html 2017].

Sadler, D. R. (1989) 'Formative assessment and the design of instructional systems'.

Sahlberg, P. (2007) 'Education policies for raising student learning: The Finnish approach', Journal of Education Policy, 22(2), pp. 147-171.

Sahlberg, P. (2010) 'Rethinking accountability in a knowledge society', Journal of Educational Change, 11(1), pp. 45-61.

Sahlberg, P. (2011) Finnish lessons. Teachers College Press.

Sahlberg, P. (2017) Big Data or small data: What’s the key to unlocking learning opportunities? EI Rotterdam Conference 2017: Unite 4 Leadership.

Saldaña, J. (2009) The coding manual for qualitative researchers. Sage.

Salter, P. (2012) 'Developing Self-Regulated Learners in Secondary Schools', Australian Association for Research in Education (NJ1).

Sarah Gibson, L. O. M. D. (2015) 'Workload Challenge:

Analysis of teacher

consultation responses', Department For Education.

Scheerens, J. (2013) 'The use of theory in school effectiveness research revisited', School Effectiveness and School Improvement, 24(1), pp. 1-38.

Silverman, D. (2015) Interpreting qualitative data. Sage.

Smith, E. and Gorard, S. (2005) ''They don't give us our marks': The role of formative feedback in student progress', Assessment in Education: Principles, Policy & Practice, 12(1), pp. 21-38.

Snook, I., Clark, J., Harker, R., O'Neill, A.-M. and O'Neill, J. (2010) 'Critic and conscience of society: A reply to John Hattie', New Zealand Journal of Educational Studies, 45(2), pp. 93.

Stedmon, P. and Dallos (2009) Reflective practice in psychotherapy and Counselling. Google Books: McGraw-Hill Education (UK).

Stewart, W. (2017) 'Drowning in data', TES, 2017-05-03. Available at: https://www.tes.com/news/tes-magazine/tes-magazine/drowning-data.

Strathern, M. (1997) '‘Improving ratings’: audit in the British University system', European Review, 5(3), pp. 305-321.

Strauss, A. and Corbin, J. (1994) 'Grounded theory methodology', Handbook of qualitative research, 17, pp. 273-85.

T.Campbell, D. (1979) 'Assessing the impact of planned social change', Evaluation and Program Planning, 2(1), pp. 67-90.

Teacher Development, T. 2015. Developing great teaching lessons from the international reviews into effective professional development.

TEACHING AND LEARNING STANDARDS, Guernsey Education Department, Education (2014). BAILIWICK OF GUERNSEY: States of Guernsey.

Terhart, E. (2011) 'Has John Hattie really found the holy grail of research on teaching? An extended review ofVisible Learning', Journal of Curriculum Studies, 43(3), pp. 425-438.

The National Implementation Research Network's Active Implementation, H. (2017) 'Module 5: Improvement cycles'.

Torrance, H. (2007) 'Assessmentaslearning? How the use of explicit learning objectives, assessment criteria and feedback in post‐secondary education and training can come to dominate learning.1', Assessment in Education: Principles, Policy & Practice, 14(3), pp. 281-294.

Torrance, H., Colley, H., Garratt, D., Jarvis, J., Piper, H., Ecclestone, K. and James, D. (2005) The impact of different modes of assessment on achievement and progress in the learning and skills sector: Learning and Skills Development Agency (1845723856.

Using Focus Groups in Research (2014): University of Derby. Available at: https://www.youtube.com/watch?v=ZLw0YXcseG0.

Visible learning research hub. Visible Learning: Visible Learning. Available at: http://visiblelearningplus.com/content/visible-learning-research-hub 2017).

Wallace, I. and Kirkman, L. (2017) Progress. London: Crown House Publishing Ltd.

Webster, M. (2012) Successful Change Management — Kotter’s 8-Step Change Model. What Leaders Need to Know: TristanWember. Available at: https://www.leadershipthoughts.com/kotters-8-step-change-model/.

What is a Proxy Measure? · Benchmarking (2017): Center for Government Excellence. Available at: https://centerforgov.gitbooks.io/benchmarking/content/Proxy.html 2017).

What makes a good focus group? - Advanced qualitative methods (2013): University of Derby. Available at: https://www.youtube.com/watch?v=XA2Eo1ggkjc.

What works in professional development? (2009). Available at: http://outlier.uchicago.edu/computerscience/OS4CS/landscapestudy/resources/Guskey-and-Yoon-2009.pdf (Accessed: 2016/05/18).

Whetstone, S. (2011) Understanding attainment, achievement and statistics commonly used. Available at: http://schoolgoverning.blogspot.com/2011/04/understanding-attainment-achievement.html (Accessed: 30/12/2017.

Whole School Priorities for 2016-17 (2016), Guernsey. Available at: https://docs.google.com/document/d/17plWIRLMscjGOjwyuST3CJGH_TNhHagdNiJumpT9gUQ/edit (Accessed: 2016/12/10).

Whole School Priorities for 2017-18 (2017), Guernsey (Accessed: 2016/12/10).

Wiliam, D., Lee, C., Harrison, C. and Black, P. (2004) 'Teachers developing assessment for learning: Impact on student achievement', Assessment in Education: Principles, Policy & Practice, 11(1), pp. 49-65.