Researching Teaching and Learning Literature Review and Data Collection

Protocol By Rachel Foster 17439190

Part A: Literature Review

The following report is based upon an area of teaching that has been researched
thoroughly and extensively however the topic of effective content delivery still
remains a major area of interest for researchers in regards to education systems.
The overarching topic of effective content delivery has been broken down into
three main avenues of research firstly instructional redundancy and how it
effects the learning of students with regards to different learning styles, secondly
effective group work and how group work informs critical literacy and the last
focus for our overarching topic of effective content delivery and the focus of this
report is evaluating effective assessment and pedagogical approaches. This
particular focus of effective assessment and pedagogical approaches is of large
interest to many researchers and in turn draws attention to the individual
teacher and how different modes of assessment and pedagogical approaches
effects the success of student academic achievement. Therefore in order to
understand the complexities of this avenue of research we first must examine
the work of other researchers within this area of study to grasp not only the
approach to this study but also what direction can be taken to fill in the gaps in
information and results about effective assessment and pedagogical approaches.

Firstly one of the major themes that became apparent when reviewing literature
about effective assessment and pedagogical approaches was in fact collaborative
learning environments. Various reports and studies noted the fact that “once
teachers have prepared their course, many faculties do not often rethink them,
furthermore, research suggests that faculties do not do much formal planning at
all” (Lattuca, L, 2005, pg.76). The idea that teachers regurgitate their programs
and learning activities without review even after formal and summative
assessment demonstrates a clear lack of understanding about effective
assessment methods and indicates a poor effect towards pedagogical
improvement. This theme is further reiterated by Lorna Earl (2011) who states
“research has shown that successful learning communities depend on the
members of the group engaging in collaborative inquiry, however collaborative
inquiry is not a well established practice in education and is an important skills
that requires cultivation”(pg.387). Therefore a focus of this study will be based
upon the effective of teacher collaboration and reflection to make change to
pedagogical approaches in order to develop effective assessment methods.

Lastly to inform an understanding of collaborative inquiry there must be a

consensus about what collaborative inquiry looks like within a school
environment Lorna Earl communicates that “collaborative inquiry involves
working together in repeated episodes of reflection and action to examine and
learn about an issue that is of importance to the group” further to this point
“when teachers engage in collaborative inquiry, they search for and consider
various sources of knowledge in order to investigate practices and ideas through
a number of lenses” as result this reflects the inherent need for teachers to be
action researchers within their classrooms so that they can thoroughly “put
forward a hypotheses, to challenge beliefs and to pose more questions and to
embark on a course of action to address authentic problems” (2011, pg.387).
Thus is it evident for the need to explore the process by which teachers
undertake collaborative practices to inform pedagogy and to evaluate effective
assessment methods.

Secondly, another major theme that was apparent throughout various literatures
was the mode of assessment undertaken by students themselves. The current
educational climate holds ground through a steady mix of both summative and
formative assessment protocols. However within these two modes of assessment
stems various areas of debate such as standardized testing and the benefits it
provides students and teachers in relation to academic performance. David
Whitehead suggested that “these assessment initiate students into a curriculum
culture characterized by content focused assessments linked to national
standards, regime that has a powerful influence on what teachers teach and how
students learn” (2007, pg.434). Further to this argument David Whitehead
continues to state that “these assessments failed to reflect how the knowledge
had been taught, or whether students would use what they knew; although
teachers controlled these assessments, they were rarely used formatively for
learning in the majority of the secondary school examined, a practice that is
widely reflected elsewhere” (2007, pg.435). Although these arguments suggest a
review into standardized testing they pave an understanding as to why various
other literature hold formative assessment in such high regard.

To further communicate the positioning of researchers discussion must be had

around the many views of summative assessment and the use of assessment
results to inform teaching and learning. This view is supported by Melanie
Mayer who states that “although state education department officials may not
interpret assessment results in a way that is meaningful to the students or use
results to review and revise curriculum but classroom teachers must” the need
to evaluate and interpret assessment results by teachers is critical towards
informing pedagogy Melanie Mayer continues “we must use current research to
assess students authentically and use assessment results to improve curriculum
and instruction” (2009, pg.94). More to this point is it important to understand a
common tread displayed by various researchers which reflects that “a
predominant focus on summative assessment can be problematic, it may mean
that large amounts of time and energy are devoted to assessment that takes
place after students have completed their learning, and as such it is too late to
have an impact on what and how they learn” (Bain, J, 2010, pg.20). The damage
of this kind of assessment is also reflected by Jennifer Bain who states that “if the
dominant focus of assessment is on grading and classification, this has the
perhaps inadvertent effect of encouraging students to study in negative ways for
example surface based learning or memorizing answers rather than
understanding concepts” (2010, pg.20). Therefore through the aforementioned
research into standardized testing and summative assessment leads focus
towards formative assessment and pedagogical approaches that inform effective
assessment.

Lastly, the third major theme that was demonstrated throughout literature
review was formative assessment and its effectiveness within raising student
academic outcomes and informing pedagogy. Alister Jones and Judy Moreland
state, “emerging research suggests that understanding classroom formative
interactions is one of the keys to enhancing student learning and engagement”
(2005, pg.194). Another important factor with regards to the success and
implementation of formative assessment is “teacher subject knowledge as it is
related to assessment procedures, since knowledge of the subject provides
teachers with some focus for learning; teachers must use their subject
knowledge positively to change pedagogical strategies on assessment,
implementation of curriculum and curriculum development” (Jones, A &
Moreland, J, 2005, pg.195). Lastly, Alister Jones and Judy Moreland communicate
that “effective formative interactions are thus dependent on informed assessors
who are able to interpret observations and student outcomes, and consequently
act upon the interpretation to enhance student learning” (2005, pg.196) again
drawing focus to the aforementioned need for teachers to be active action
researchers within their classrooms to inform change and improve pedagogy. On
the other hand there is large debate about the interest of testing and grading on
behalf of teachers as Gregory J. Cizek and Shawn M. Fitzgerald suggest that
“many researchers and policy analysts contend that assessment reform can
contribute mightily to the efficacy of general educational efforts, however there
is a general lack of interest in testing and grading on the part of teachers” (1996,
pg.160) thus this may form an interesting basis of observation research within
this specific field of study.

In conclusion an interesting justification of assessment reform by Michael

Reynolds states that “a re-evaluation of assessment methods might, therefore be
expected to be a prominent feature of a critically based educational program,
particularly one which aims for pedagogical consistency between the curriculum
and teaching methodology, and to involve less hierarchical procedures and
relationships” (2000, pg. 268). This rather overarching view into assessment
reform underpins the need to evaluate effective pedagogy approaches within
classroom in relation to assessment. Therefore the focus of this report will
evaluate effective assessment and pedagogical approaches with regards to
student academic achievement.
 Part B: Data Collection Protocol

Observation Protocol

The observation protocol will utilize both field notes and narrative summary to
collect data to inform research. The observation protocol will take place over the
course of a term preferably a four to six week period to gauge the pedagogical
approach and effective assessment methods used by the school and the teacher.
The field notes will be based upon the whole class environment, sequencing and
instruction given in sequential time periods as noted below:

Field Notes: Date … Time … Class … Lesson …

8:45am:

8:55am:

9:05am:

9:15am:

9:25am:

9:35am:

9:45am:

There will be a specific focus on teacher instruction and pedagogy with regards
to field notes and student engagement and interaction with lesson materials.

The narrative summary will be used in correlation with the field notes aspect of
the observation protocol as displayed below:

Time Field Notes (Record what actually happens) Purpose Questions Participation
8:45am Effective use of Does teacher
Pedagogy: provide
effective
instruction?

8:55am Effective use of Does teacher

Pedagogy: utilise
pedagogy to
inform
assessment?

9:05am Effective use of Are students

Pedagogy: engaged
throughout
lesson?
9:15am Effective use of Are students
Pedagogy: informed on
importance of
lesson?

9:25am Effective use of Is the lesson

Pedagogy: based around
assessment
knowledge?

9:35am Effective use of Links of lesson

Pedagogy: to curriculum?

9:45am Effective use of Effective use of

Pedagogy: lesson
summary and
importance?
Attached is the consent form that will used and issues to all participants within the
research study and all data collection protocols.

Dear Potential Participant:

I am working on a project titled Evaluating Effective Content Delivery for the class,
‘Researching Teaching and Learning 2,’ at Western Sydney University. As part of the project,
I am collecting information to help inform the design of a teacher research proposal. The
following report is based upon an area of teaching that has been researched thoroughly and
extensively however the topic of effective content delivery still remains a major area of
interest for researchers in regards to education systems. The overarching topic of effective
content delivery has been broken down into three main avenues of research firstly
instructional redundancy and how it effects the learning of students with regards to
different learning styles, secondly effective group work and how group work informs critical
literacy and the last focus for our overarching topic of effective content delivery and the
focus of this report is evaluating effective assessment and pedagogical approaches. This
particular focus of effective assessment and pedagogical approaches is of large interest to
many researchers and in turn draws attention to the individual teacher and how different
modes of assessment and pedagogical approaches effects the success of student academic
achievement. Which will involve an observation data protocol utilising field notes and
narrative summary.

By signing this form, I acknowledge that:

 I have read the project and have been given the opportunity to discuss the
information and my involvement in the project with the researcher/s.
 The procedures required for the project and the times involved have been explained
to me, and any questions I have about the project have been answered to my
satisfaction.
 I consent to being involved in the Observation Data Collection Protocol
 I understand that my involvement is confidential and that the information gained
during this data collection experience will only be reported within the confines of
the ‘Researching Teaching and Learning 2’ unit, and that all personal details will be
de-identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time

university student who is 17 years old.
Signed: __________________________________
Name: __________________________________
Date: __________________________________
By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17
years old, and provide my consent for the person’s participation.
Signed: __________________________________
Name: __________________________________
Date: __________________________________
Part C: Data Collection Protocol Explanation

The use of the observation protocol is to ensure that clear and concise
information is gathered in order to inform the results of this research. Although
the use of interview would be substantially important in order to provide the
researcher with clear understanding about different pedagogy approaches and
effective assessment for the purpose of this assessment, the data collection
protocol of observation has been used as an example. Moreover it is understood
that the use of survey would also be beneficial in regards to this research to gain
perspective from both teachers and students, again for the purpose of this
assessment observation has been used as a starting point for the research topic
to gain clearer understanding of the topic itself and provide future direction of
study.

Furthermore the use of field notes is an important aspect of the design of this
specific data collection protocol of observation. The use of field notes allows the
researcher to collect information from as many aspects of the lessons observed
as possible. It is the belief that this data will inform further data collection
methods and procedures to further enhance the research into this topic of
effective assessment and pedagogy approaches. Moreover the use of the
narrative summary alongside the use of field notes allows the researcher to
answer specific questions or avenues of interest in regards to pedagogy and
effective assessment methods. It is the interest of this research to answer in what
ways certain pedagogical approaches informs students to undertake different
modes of assessment and the usefulness these pedagogical approaches provide.

Throughout the data collection protocol of observation it will be endeavored to

follow certain etiquette in regards to the observation as it is communicated that
“most teachers prefer that an observer arrive before the class begins rather than
at some time during the lesson, this gives the teachers the opportunity to
establish at least minimal contact and allows them to tell the students that an
observer will be visiting the class that day” (Richards, J.C & Farrell, S.C, 2011,
pg.98). Although this may provide a certain level of disadvantage in relation to
the teacher possibly painting an unnatural view of the lesson, this does not
interfere with the observation protocol as best practice would be useful in
determining effective pedagogy approaches. Therefore in order for this data
collection protocol to be utilized effectively it is important to provide and follow
certain etiquette.

Furthermore it is also important that the observation takes place within the
classroom from the most advantageous vantage point to gain a clear picture of
the classroom structure, seating, teacher direction and engagement with the
lesson. Therefore taking the advice from Richards & Farrell “to avoid the danger
of setting up a teacher observer relationship that excludes the students, the
observer should not sit at the back of the room, as is commonly practiced, but
rather among the students or facing them form the side in order to have a clear
view of the students faces” (2011, pg.98). In conclusion by following these
procedures as explained by Richards & Farrell (2011) a well designed and
structured observation data collection protocol should take place to gain an
understanding of effective assessment and pedagogy approaches within the
classroom.
References: (Part A: Literature Review and Part C: Data Collection Protocol
Explanation)

Bain, J. (2010). Integrating Student Voice: Assessment for

Empowerment. Practitioner Research Is Higher Education, 4(1), 14-24.

Cizek, G., Fitzgerald, S., & Rachor, R. (1995). Teachers' Assessment Practices:
Preparation, Isolation, and the Kitchen Sink. Educational Assessment, 3(2), 159-
179. http://dx.doi.org/10.1207/s15326977ea0302_3

Earl, L. (2011). A response from Canada to TLRP’s ten principles for effective
pedagogy. Research Papers In Education, 26(3), 381-389.
http://dx.doi.org/10.1080/02671522.2011.595549

Jones, A., & Moreland, J. (2005). The importance of pedagogical content

knowledge in assessment for learning practices: a case-study of a whole-school
approach. Curriculum Journal, 16(2), 193-206.
http://dx.doi.org.10.1080.09585170500136044

Lattuca, L. (2005). A Peer Review Response: Active Pedagogy and the Link to
Assessment. Journalism & Mass Communication Educator, 60(1), 76-78.
http://dx.doi.org/10.1177/107769580506000112

Mayer, M. (2009). Research for the Classroom: On the Ground: Applying Current
Research in a High School Classroom. National Council Of Teachers Of
English, 99(2), 91-94.

Richards, J., & Farrell, T. (2011). Practice Teaching: A Reflective Approach (p. 98).
Cambridge: Cambridge University Press.

Reynolds, M. (2018). Assessment: A Critical Approach. Studies In Higher

Education, 25(3), 268.

Whitehead, D. (2007). Literacy Assessment Practices: Moving from Standardised

to Ecologically Valid Assessments in Secondary Schools. Language And
Education, 21(5), 434-452. http://dx.doi.org/10.2167/le801.0