Designing and implementing a formative assessment system to support and track pupil progress. A pilot with Year 1 boys in writing.

Thesis

This aim of this research project was to design and implement a formative assessment system, to support and track the progress Year 1 pupils at The Boys' School make in their writing. This study began with an examination of the existing literature, exploring the impact formative assessment has on pupil progress, as well as existing initiatives for formative assessment. Two research questions were established and investigated, with close analysis of primary and secondary datasets. Primary data gathered included observations, pupil writing samples and data collected from the formative assessment system itself. Secondary data was gathered from pupil PIE (Progress In English), NGRT (New Group Reading Test) and spelling summative assessments. Data collection occurred in the case study class, where the system was implemented and the control group class, where the system had not been used. Overall, it was found that the formative assessment system was effective in supporting and tracking pupil progress, by creating an intrinsically motivating learning environment and enabling learning to be carefully monitored and navigated. The success of this investigation has resulted in the formative assessment system being implemented into the English curriculum across Key Stages 1 and 2 at The Boys' School.

Authors: Spencer, L

• DOI: 10.5287/ora-yryj68eeg
• Type of award: MSc
• Level of award: Masters
• Awarding institution: University of Oxford
• Keywords: Formative Assessment; MLT; MLT2016
• Subjects: Education