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    DTLLS ASSIGNMENT AR/1

    NEIL HATELEY V1 Page 1

    OCNW Level 5Diploma in Teaching in the Lifelong Learning Sector Pt 2

    NAME:

    OPTION UNIT: Action Research TASK : AR/1

    LECTURER: LINDA HARRADINE

    DATE DUE: 6th November 2008 SUBMITTED:

    THE CANDIDATE MUST COMPLETE THE SECTION BELOW

    (Ensure that the assessment criteria are listed)I certify that this is my own work and not plagiarised and understand that copied work from anysource will be treated as a FAIL. In this work

    I am claiming the following assessment criteria 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4.Signed (student):

    LECTURER FEEDBACK and OVERALL DEVELOPMENTAL ADVICE: (please

    continue on a separate sheet if necessary)

    PASS or REFERRAL for work on the following criteria:

    Signed: .............................................. (Lecturer) Date:

    date for RESUBMISSION: After Resubmission PASS FAILSigned: ............................................. (Lecturer) Date:

    Internal Verification

    (See V10 for comments) Signed : Date:

    External Moderation Signed: .. Date:

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    DTLLS ASSIGNMENT AR/1

    NEIL HATELEY V1 Page 2

    Unit title: Action Research - Level 5

    Learning

    Outcomes

    The learner will:

    Assessment Criteria

    The learner can:

    COURSE-WORK

    TASK

    1.1 Analyse the key features and purpose of actionresearch.

    AR/1

    1.2 Analyse key features of the action research cycle. AR/1

    1 Understand thekey features andpurpose of action

    research.1.3 Identify and evaluate the implications of a model for

    action research.

    AR/1&

    AR/5

    2.1 Select and justify choice of an appropriate area of

    own practice for action research.AR/1

    2.2 Plan and demonstrate implementation of a clear

    intervention strategy.AR/1

    2.3 Justify the chosen intervention strategy and

    timescales.AR/1

    2 Understand and

    demonstrate

    procedures to

    be used when

    initiating actionresearch.

    2.4 Discuss ethical and political considerations and

    issues of confidentiality, explaining how these will be

    observed in practice.

    AR/1

    3.1 Identify and draw on appropriate and relevant

    literature, demonstrating use of standard referencing

    methods.

    AR/2

    3.2 Evaluate a range of methods of qualitative and

    quantitative data collection, comparing advantages

    and disadvantages.

    AR/3

    3 Understand and

    apply action

    research

    methodology.

    3.3 Explain and justify choice of methods selected for

    own researchAR/3

    4.1 Discuss ways in which collected data may be

    analysed.AR/34 Understand and

    demonstrate how

    to collect, present

    and analyse

    appropriate data.

    4.2 Collect, present and analyse appropriate data.AR/3, 4

    5.1 Report clearly and objectively on results achieved,identifying and discussing conclusions reached.

    AR/45 Understand anddemonstrate how

    to present

    research

    conclusions.

    5.2 Recommend and justify action to be taken based on

    these conclusions.AR/4

    6.1 Evaluate own approaches, strengths and

    development needs in relation to action research.AR/56 Understand how

    to evaluate the

    effectiveness of

    own practice6.2 Plan opportunities to develop and improve own

    skills in action research.AR/5

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    DTLLS ASSIGNMENT AR/1

    NEIL HATELEY V1 Page 3

    Indicative content

    Opportunities to explore different approaches to data collection methods

    Action research cycle: e.g. identifying an appropriate issue, formulate the hypothesis,

    explore suitable methodology, undertake a pilot study (if appropriate), collect primary data,

    analyse the evidence, draw conclusions, modify the hypothesis, plan further research etc.

    Appropriate area of study Intervention strategies and time scales: e.g. planning strategies and drawing up

    schedules, structuring and timing of primary data collection, sources of evidence etc.

    Ethical, political and confidentiality issues

    Relevant literature and referencing

    Qualitative and quantitative data collection: e.g. qualitative (statements, perceptions,

    values) quantitative (statistical data), questioning as a research tool etc.

    Selecting methods appropriate to research

    Data collection and presentation: e.g. recording findings in appropriate format, collectand review data using appropriate methods etc.

    Data analysis: e.g. comparisons of variables, trends, forecasting; comparison of results, graphs,

    charts etc. correlation between data sets (mean, median/ mode, standard deviation)

    Results and conclusions: e.g. clear and objective reporting on results, conclusions,

    implications for improvement

    Recommendations and actions: review approach to research methodology, suggest

    improvements, identify unanswered questions, issues considered through the research, any side

    issues, recommendations for implementing professional practice

    Strength and development needs: e.g. evaluation of the knowledge, skills andunderstanding developed through undertaking the research

    Opportunities to develop and improve own practice: e.g., staff development

    opportunities etc.

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    DTLLS ASSIGNMENT AR/1

    NEIL HATELEY V1 Page 4

    COURSEWORK: ACTION RESEARCH

    AR/1: PROPOSAL

    1. Identify an area for research that will allow you to investigate an aspect of your practice.

    This topic should be something that is in your control and lead you to do active

    reflective-practice.2. Produce a 500-word outline that identifies the following:

    Name and course

    Proposed area of investigation

    How the area of investigation will be clarified

    An explanation of the action research model to be used (if a graphic is available, please

    append it)

    What research methods will be used at the early stages of the investigation and why

    Who the participants will be

    How the data will be interpreted Possible problems with the data collection

    If problems arise, what contingency plans are in place

    Ethical issues that apply to the investigation

    Actions to ensure ethical research

    3. Draw up a table that clearly shows your timetable of events from now until the

    presentation date in Mid-late May

    AR/2: LITERATURE REVIEW

    Review primary and/or secondary sources to craft an academic story that contextualises your

    topic (1000 words).

    AR/3: DATA COLLECTION

    Collect and critically analyse appropriate data. You should critique the the action research

    model and your research methods. (500 words).

    AR/4: PRESENTATION

    Report on the outcomes of the research, clearly stating your conclusions andrecommendations. You should have a 500 word summary paper with bibliography to distribute

    to all in the group.

    AR/5: SELF EVALUATION

    From your research experience, critically evaluate your own approaches, strengths and

    development needs. Plan opportunities to improve your skills. Your account should be linked

    to the SVUK professional standards.

    Remember : You must show skills of critical evaluation in your writing.

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    DTLLS ASSIGNMENT AR/1

    NEIL HATELEY V1 Page 5

    Recommended Reading

    Bassey M (2002) Case Study Research in M.Coleman & Briggs eds. Research methods in

    Educational Leadership and Management Paul Chapman, UK

    Best J & Kahn J: (2003) Research in Education Allyn & Bacon

    Cohen et al: (2000) Research Methods in Education Routledge Falmer

    Coleman M & Briggs A eds: (2002) Research methods in Educational Leadership and Management

    Paul Chapman Publishing

    Denscombe M: (2002) Ground Rules for Good Research Open University Press

    McNiff J, Lomax P, Whitehead J: (2004) You and Your Action Research Project Oxford: Routledge

    Falmer

    Robson C: (2005) Real World Research Oxford: Blackwell

    Wragg T (2002) Interviewing. In: M Coleman & Briggs, (eds.) Research Methods in Educational

    Leadership and Management Paul Chapman Publishing

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    COMPARATIVE EVALUATION OF ELICITATION

    METHODOLOGIES IN ASSESSMENT FOR LEARNINGWITHIN A CLASSROOM ENVIRONMENT

    AN ACTION RESEARCH PROJECT

    By Neil Hateley, BSc. (App. Phys.), MSc (Business

    Computing)

    Submitted in partial fulfilment of the requirements for thequalification of

    Level 5 Diplomain

    Teaching in the Lifelong Learning Sector

    Period of study:

    2007 2009

    Huntingdonshire Regional College

    November 2008

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    Action Research Project Proposal

    Neil Hateley Page 7 of 13

    Proposed area of research:

    The evaluation of learning forms a key part of the education process, this is an area

    in which the author considers their own teaching needs improvement, the

    investigation will focus on the relative merits of a range of techniques when used in a

    classroom environment.

    The Qualifications and Curriculum Authority have published a document entitled

    Assessment for learning: beyond the black box (Beyond the black box, 2008), in

    this publication the following assessment for learning methodologies were identified:

    q observing pupils this includes listening to how they describe their work and

    their reasoning

    q questioning, using open qu