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Leitch Ruth & Odena Oscar (2007). « Consulting secondary school students on increasing participation in their own assessment in Northern Ireland ». In EERA European educational research association.Annual European Conference on Educational Research, Ghent, septembre 2007. Berlin : ECER-EERA. En ligne : <http://www.tlrp.org/dsp ... 6Odena%5B18Sep07%5D.doc>. 
Added by: Laure Endrizzi (13 Nov 2008 21:39:00 Europe/Paris)   Last edited by: Feyfant Annie (18 Jan 2013 11:40:07 Europe/Paris)
Resource type: Proceedings Article
BibTeX citation key: Leitch2007a
Categories: General
Subcategories: Évaluation des élèves, Évaluation des élèves
Keywords: évaluation, évaluation des élèves
Creators: Leitch, Odena
Publisher: EERA European educational research association (Ghent)
Collection: Annual European Conference on Educational Research
Views: 1813/3946
Views index: 30%
Popularity index: 7.5%
URLs     http://www.tlrp.or ... a%5B18Sep07%5D.doc
Abstract     
Paper presented within the Network 25 'Research on Children's Rights in Education' by Oscar Odena on behalf of the CPAL team. The Consulting Pupils on the Assessment of their Learning (CPAL) project comprises three interrelated studies focusing on (1) the development of Annual Pupil profiles in NI in the context of giving pupils 'a voice' (Lundy, 2007); (2) students' perceptions of 'AfL classrooms'; and (3) teachers' and parents’ perceptions of pupils increasing participation in assessment. This paper presents the main findings and educational implications of studies 2 and 3 which consulted pupils at key stage 3 (11-14 years). It identifies teachers’, parents’ and students’ perceptions of the increasing pupil participation in the assessment of their own classroom learning. Preliminary findings of this twenty-one month study, completed at the end of February 2007, were presented in this ECER Children’s Rights Network last year (see Leitch et al. 2006). This presentation updates some of the main findings for Key stage 3 pupils. The samples included approximately 200 students and a sample of their parents (n=180) from six post-primary schools in Northern Ireland (NI), as well as 11 teachers of different subjects (i.e. Arts, Maths, English, Geography and Science). All teachers were engaged in an in-service course to help them embed Assessment for Learning (AfL) - a pedagogical approach that emphasizes the use of formative assessment to help students take control of their own learning by being aware of where they are, 'where they need to go to improve, and how best to get there' (Gardner, 2006). It establishes that, where principles of AfL are embedded in practice, pupils can experience high levels of participation in their learning and assessment. However, the relationship between consultation and participation requires further clarification and there is a need is to promote greater consistency amongst teachers in understanding what consultation means from a rights-based perspective.
Added by: Laure Endrizzi  Last edited by: Feyfant Annie
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