Can increasing students’ engagement with DIRT Feedback impact on their progress in science at KS4?

Thesis

Research was carried out with a year 10 Chemistry class (n=26) in a comprehensive Academy in Oxfordshire over the first four months of 2018. This class was chosen due to their lack of engagement with DIRT feedback sessions prior to the study. The purpose of this intervention was to identify DIRT feedback techniques which students engaged with and using end of topic test data, assess the impact this had, if any, on their progression in science at KS4. Students were exposed to a four-step cy...

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Authors: Greenway, P

• Type of award: MSc
• Level of award: Masters
• Awarding institution: University of Oxford
• Keywords: Science; MLT; MLT2018
• Subjects: Education