Researchers from the University of Oxford’s Department of Education conducted a meta-analysis to examine what effect peer assessment interventions have on academic performance.
Published in Educational Psychology Review, the meta-analysis evaluated the
effect of peer assessment on academic performance when compared to no
assessment and teacher assessment. Fifty-four studies were included in the
meta-analysis, of which 45% were with school-age pupils. Studies had to examine
the effect of peer assessment on non-self-reported measures of academic
achievement and have a control or comparison group, using no assessment,
teacher assessment, or self-assessment.
The findings from the analysis indicated that overall there
was a significant positive effect of peer assessment on academic performance
compared with no assessment (effect size = +0.31) and teacher assessment (ES =
+0.28). The effect size was similar when peer assessment was compared with
self-assessment (ES = +0.23) though this result was not significant. The effect
sizes were slightly larger for school-age children than undergraduates. The
analysis concludes that peer assessment can be effective across a wide range of
subject areas, education levels, and assessment types.
Source: The impact
of peer assessment on academic performance: A meta-analysis of control group studies
(December 2019), Educational Psychology
The Education Endowment Foundation (EEF) has published the independent evaluation report of a trial of a maths-based learning app.
The “onebillion” programme consists of two maths learning apps, Maths 3–5 and Maths 4–6, that are designed to reinforce basic mathematical skills learned in the classroom. The apps are aimed at pupils aged 3–5 and 4–6 respectively and consist of mathematical activities organised around different topics such as counting, shape and measures. The trial, conducted by researchers at the University of Oxford, tested the impact of the apps on pupils in Year 2 who had been identified by their teachers as being in the bottom half of their class in maths at the start of the school year.
One hundred and thirteen schools from across England took
part in the randomised controlled trial. Schools in the intervention group used
the apps for half an hour, four days per week, for 12 weeks, in addition to
regular maths lessons. All children started with the Maths 3–5 app and
progressed to the Maths 4–6 app, once they had completed Maths 3–5. The
children’s use of the apps was monitored by teaching assistants who were
trained by a team from the University of Nottingham. Pupil achievement in maths
was measured using the Progress Test in Maths 6.
Pupils who received the programme made significant additional progress in maths (effect size = +0.24) compared to the control group. However, the trial also suggested that there may have been a negative impact (effect size = -0.10) on pupils eligible for free school meals (FSM) compared to those in the control group, though this finding was non-significant. The report advises that teachers or school leaders using onebillion should carefully monitor the impact on FSM pupils if implementing the approach.
Onebillion: Evaluation report (July 2019), Education
Pupils from ethnic minority groups are over-represented for some types of special educational needs (SEN) and under-represented for other types compared to white British pupils, according to new research led by Steve Strand and Ariel Lindorff at the University of Oxford.
from the England National Pupil Database from 2005–2016, the report looks at
all children age five to 16 in England who have been identified with different
types of SEN. As well as identifying ethnic disproportionality, the report also
considered whether socio-economic factors, such as poverty and neighbourhood
deprivation, or children’s early attainment, had any impact on pupils being
identified as having SEN.
findings of the report suggest:
Caribbean and mixed white and black Caribbean pupils are twice as likely to be
identified with social, emotional and mental health needs as white British
pupils are half as likely to be identified with autistic spectrum disorders as
white British pupils.
and Chinese pupils are half as likely to be identified with moderate learning
difficulties as white British pupils.
similar research has been done in the US, it is the first time a study with
this detail has been conducted in the UK.
Source: Ethnic disproportionality in the identification
of special educational needs (SEN) in England: Extent, causes and consequences
(December 2018), University of Oxford
A new randomised controlled trial of EasyPeasy, conducted by the University of Oxford’s Department of Education and published by the Sutton Trust, suggests that the EasyPeasy app had moderate positive effects on children’s concentration levels, determination and ability to make their own decisions, as well as parents’ sense of control.
EasyPeasy is a smartphone app for the parents and caregivers of children ages 2 – 6 that aims to improve school readiness by encouraging positive play and parent–child interaction. A total of 302 families with children ages 3 – 4 were recruited from eight children’s centres in the London borough of Newham. The eight centres were randomly assigned to either the intervention group or comparison group. All families in the intervention centres were given access to the EasyPeasy app, and games were sent via the app once a week over the three-month duration of the intervention.
Families in the intervention group scored higher than those in the comparison group on two parent-reported outcomes: children’s cognitive self-regulation (effect size = +0.35) and parents’ sense of control (effect size = +0.26). Parents reported that they felt more able to get their child to behave well and respond to boundaries, as well as feeling more able to stay calm when facing difficulties.
However, because of the self-report measures used in the evaluation, the researchers note that caution must be exercised when interpreting the results from the study.
These findings build on similar results from an earlier evaluation of EasyPeasy, which showed some positive benefits for children’s cognitive self-regulation and parents’ sense of control.
Source: EasyPeasy: Evaluation in Newham findings from the Sutton Trust Parental Engagement Fund (PEF) project (April 2018), The Sutton Trust
A randomised controlled trial carried out by the University of Oxford’s Department of Education and published by the Sutton Trust tested EasyPeasy, a smartphone app for the parents and carers of two- to six-year-old children. EasyPeasy aims to improve school readiness by encouraging positive play and interaction with young children.
The trial, which lasted 18 weeks, was carried out in eight children’s centres in Bournemouth with 144 families taking part. Games were sent directly to parents’ mobiles via an app once a week along with tailored prompts, encouragement, reminders, and information on child development.
The study reported significant findings for two out of seven outcome measures. Parents who took part in the intervention reported improvements in their children’s persistence and concentration (cognitive self-regulation). Parental consistency with discipline and boundaries also increased in the intervention group with parents feeling more comfortable setting limits for behaviour and following through on expectations. Both showed positive effect sizes; 0.51 and 0.44 respectively.
Source: EasyPeasy parenting app: Findings from an efficacy trial on parent engagement and school readiness skills (2016), The Sutton Trust
The Education Endowment Foundation has published a new review of the evidence on written marking. Researchers from Oxford University found that there were very few robust studies – too few to conduct a formal systematic review or to make definitive recommendations. Based on the limited evidence, the review makes the following tentative suggestions:
Careless mistakes should be marked differently to errors resulting from misunderstanding. The latter may be best addressed by providing hints or questions which lead pupils to underlying principles; the former by simply marking the mistake as incorrect, without giving the right answer.
Awarding grades for every piece of work may reduce the impact of marking, particularly if pupils become preoccupied with grades at the expense of a consideration of teachers’ formative comments.
The use of targets to make marking as specific and actionable as possible is likely to increase pupil progress.
Pupils are unlikely to benefit from marking unless some time is set aside to enable pupils to consider and respond to marking.
Some forms of marking, including acknowledgement marking, are unlikely to enhance pupil progress. Schools should mark less in terms of the number of pieces of work marked, but mark better.
The researchers argue that there is an urgent need for more studies so that teachers have better information about the most effective marking approaches.