Assessment

Examples of assessment resources:

Thinking Hats Evaluation Sheets.docx
Thinking Hats card questions - with headings.docx
MARK SHEET - Van Gogh.doc

MALS (Myself as a Learner Survey)


Our students have completed Rob Burden’s ‘Myself as a Learner’ survey (MALS). This survey is made up of twenty questions whereby students must respond by choosing the statement that best describes them as a learner. We have then been able to convert their responses into bar charts, allowing us to identify strengths and weaknesses and create meaningful action points for the future. Last year’s responses from both Year 7 and Year 8 can be seen below.


Analysis - Summer 2017

  • Most students felt that there were good at taking tests most/some of the time but only 6% of students did say that they felt they were good at taking tests all of the time. We will continue to focus on exam preparation and revision techniques in the Brain Tech Curriculum as well as having revision workshops with the Head of Teaching and Learning. Assessment for learning has always been a focus at the school and we will continue to develop new ideas that help our students to prepare well for tests and end of year exams
  • Many students (34% - ‘definitely true’, 30% - ‘a bit true’) felt that they were good at discussing things. When asked if they ‘think carefully’ about what they’ve got to do, only 8% of students said ‘definitely not true’ or ‘not very true’. Only 12% of students said ‘definitely not true’ or ‘not very true’ to the statement, ‘I know how to solve the problems that I meet’. We hope that our ethos as a Thinking School is having a positive impact on our students and creating more resilient and reflective learners
  • When asked if they ‘get anxious’ when they have to do new work, only 14% said ‘a bit true’ or ‘definitely true’. We hope that this reflects the work we have been doing to create more confident learners who are not afraid to fail or take risks. Only 13% of the students said the statement, ‘I need lots of help with my work’ was ‘a bit true’ or ‘definitely true’, once again reaffirming that our work on resilience is hopefully having an impact on our students
  • The majority of students felt that they understood how to be a good learner and liked using their brain
  • From looking at the overall results, it is clear to see that ‘challenge’ needs to be a focus point. The results were less positive when focusing on statements such as, ‘I like having difficult work to do’, ‘I think problem solving is fun’, ‘I find a lot of school work difficult’ and ‘learning is difficult’. The results highlighted that our students need to be encouraged to embrace challenge and ensure that they are also putting themselves in ‘the learning pit’. The importance of challenge will be focused on at RCS and in Brain Tech lessons. In Year 7, students are introduced to the learning pit and complete a lesson called ‘learning to fail successfully’
  • Only 17% of students said they would definitely describe themselves as ‘clever’. We hope the multiple-intelligences scheme of work on our Brain Tech curriculum will raise self confidence amongst learners and help to raise aspirations
  • Only 12% of students said they would definitely know how to solve problems but did appreciate that thinking carefully about your work helps you to do better. We have introduced a problem solving scheme of work on the Brain Tech curriculum and hope this will develop problem solving skills


2018 Results (data still live)

We wanted to complete the MALS survey with our current Year 8s to see how their opinions may have changed since last year

  • When completing this survey, overall, students did not feel they were as good at ‘doing tests’ but 65% did feel that this statement was ‘sometimes true’. We will continue to focus on exam preparation across the school and in our Brain Tech Curriculum
  • Overall, students responded more positively to the statement, ‘I like having problems to solve’. An especially interesting result was that no students said the statement, ‘I’m not very good at solving problems’ was ‘definitely true’. The results were marginally more positive when responding to the statement, ‘I think that problem solving is fun’. This year, we have really focused on problem solving as starters and plenaries in Brain Tech and believe this may have had a positive impact on the results
  • Students still responded well to the statement, ‘I am good at discussing things’. Only 12% of students responded to the statement by choosing, ‘definitely true’ or ‘not very true’ (previous data was 16%). Ideas have continued to be embedded into the Brain Tech Curriculum to assist with these skills as well as students participating in ‘P4C’ style form activities. The Debating Club led by Miss Bowler has been recognised nationally
  • When responding to the statement, ‘I get anxious when I have to do new work’, student responses were weighted more positively when compared with the previous MALS data
  • When responding to the statements, ‘I usually think carefully about what I’ve got to do’ and ‘I know how to solve the problems that I meet’ and ‘I know how to be a good learner’, student responses were weighted more heavily towards the positive end
  • Overall, the new set of data showed that more students would call themselves ‘clever’ and the results were more positive when responding to the statement, ‘When I get stuck with my work, I can usually work out what to do next’
  • Many of the graphs showed a similar pattern highlighting the need for the following action points:


    • Challenge still needs to be a focus
    • We need to encourage learners to challenge themselves and seek challenge independently
    • We must continue to focus on developing learners’ confidence and raise aspirations. These ideas will be encouraged and embraced through various whole school initiatives as well as through our work in Brain Tech


This report will be discussed at future HOF/HOY meetings where this information will feed into the School Development Plan and Faculty Development Plans for the academic year 2018-2019.


KS3 MALS Survey Analysis Summer 2017 (Years 7 and 8)

KS3 MALS Survey Analysis Spring/Summer 2018 (Year 8)