Consulting secondary school students on increasing participation in their own assessment in Northern Ireland

Leitch, R., Odena, O. , Gardner, J., Lundy, L., Mitchell, S., Galanouli, D. and Clough, P. (2007) Consulting secondary school students on increasing participation in their own assessment in Northern Ireland. In: European Conference on Educational Research (ECER), the Annual Conference of the European Educational Research Association (EERA), University of Ghent, Belgium, 19-21 Sep 2007,

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The Consulting Pupils on the Assessment of their Learning (CPAL) project comprised 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, 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.

Item Type:Conference Proceedings
Additional Information:This research was funded by the Economic and Social Research Council (ESRC) Teaching and Learning Research Programme (TLRP)
Glasgow Author(s) Enlighten ID:Odena, Professor Oscar
Authors: Leitch, R., Odena, O., Gardner, J., Lundy, L., Mitchell, S., Galanouli, D., and Clough, P.
College/School:College of Social Sciences > School of Education > Robert Owen Centre

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