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SCC 2012 youth voice: getting a fresh perspective on your projects; Marks tell you how you’ve done; comments tell you why (Colette Murphy)
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SCC 2012 youth voice: getting a fresh perspective on your projects; Marks tell you how you’ve done; comments tell you why (Colette Murphy)

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  • More than 90% of children agreed that science assessment was useful.
  • Transcript

    • 1. “Marks tell you how you’ve done; comments tell you why”Colette MurphySchool of EducationQueen’s UniversityBelfast
    • 2. Research questionsIs assessment putting children off science?What ‘works’ for children re science assessment? What can we learn from the children’s perspectives?
    • 3. Children’s rights approach•
    • 4. Children’s rights approach• The research drew from a children’s rights-based methodology employed in other projects (eg Lundy & McEvoy, 2008) which involved in particular: – Children’s participation in the research process – Children’s research advisory groups (CRAGs) – Children’s rights-based research instruments – Online surveys with children
    • 5. Children’s rights-basedInitial Meetings with Children’s Research Advisory Groups research methodologyCapacity building activities are undertaken to engage children in CRAGs withthe issues surrounding the research questions.Children’s input is sought into the most effective way to engage their peers inthe research Initial Survey Design Research team design online survey based on children’s responses during initial meeting(s) Run Survey Review and Refine Survey survey design Online survey is opened to all participating children Meeting is held with CRAGs to ascertain views completed on ‘draft’ online survey. This is amended as appropriate. Collate Data Research team collate and analyse data Pilot Survey Survey is piloted with children who are neither Meeting with CRAGs members of CRAGs nor will be participants in Children in CRAG are engaged in a range of activities the study to involve them in the analysis and interpretation of data from the survey Children’s input is sought in relation to dissemination of findings to their peers
    • 6. CAPACITY BUILDING
    • 7. Audience
    • 8. What we learned from children:data interpretation
    • 9. What we learned from children:assessmentHow useful do you think science assessments inprimary school are for children? I think I would do a group assessment to assess the children with very useful, different abilities and learning styles. I would do this because I think it not useful useful or a little at all is unfair to some children doing well because they are more of writing useful answers and some children are more of talking and some are more drawing. So I would do some assessments as classwork, orally Responses about impact of assessment asking questions… on home life & friendships I would organise trips to science museums but make it fun and enjoyable. I would also enter them in science competitions so that they can get a reward out of it. Then after every three to five weeks I would hand out some sheets asking them to write down how they feel, how Positive this can be improved and if they have any questions I will also give out Not positive something like an assessment where they can research and write down info so they have a taste of secondary school
    • 10. Some conclusions• Most children are POSITIVELY inclined towards testing in science• By including and respecting the children’s perspective, we can make much better decisions regarding all aspects of their education.• Children often have a much more sophisticated understanding of the issues than they are given credit for - they raise issues which might otherwise be overlooked.• Adults may have the responsibility for making decisions but it is the children who live with the consequences.

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