Researcher / Taighdeoir

PME Research Report / Tuarascáil Taighde GMO

PME THESIS / RESEARCH REPORT: 

‘Investigating the Effectiveness of Self- and Peer-Assessment or Feedback Methods on Student Learning in the Art Room’ - By Alec Baker... 

 

This is an action-research project investigating the effectiveness of self- and peer- assessment and feedback methods on student learning in the Art, Craft, and Design classrooms of secondary schools in Ireland. Questionnaires and focus groups were used during the project to collect and assess student experiences and opinions.  

 

Over the course of this project students used three different types of self- and peer- assessment methods, including discussion of and ‘traffic-light coding’ of the assessment criteria, ‘Perkin’s Ladder of feedback’, and ‘Think-Pair-Share' worksheets.  

The main findings of this research were:

1. That the students feel most comfortable in their own space surrounded by people they know and trust.

2. The students were most engaged in collaborative activities that involve movement and investigation. 

3. That of the methods tried, the students preferred peer-assessment to self-assessment, especially using the format of ‘Think-Pair-Share' worksheets.  

TRÁCHT GMO / TUARASCÁIL TAIGHDE:

‘Éifeachtúlacht Mhodhanna Féinmheasúnaithe agus Piarmheasúnaithe nó Aiseolais a Imscrúdú ar Fhoghlaim Mac Léinn sa Seomra Ealaíne’ - Le Alec Baker...

 

Is tionscadal taighde gnímh é seo a dhéanann iniúchadh ar éifeachtacht na modhanna féinmheasúnaithe agus piarmheasúnaithe agus aiseolais ar fhoghlaim scoláirí i seomraí ranga Ealaín, Ceardaíochta agus Dearaidh meánscoileanna na hÉireann. Baineadh úsáid as ceistneoirí agus grúpaí fócais le linn an tionscadail chun eispéiris agus tuairimí na scoláirí a bhailiú agus a mheasúnú.

 

Thar thréimhse an tionscadail seo bhain mic léinn úsáid as trí chineál éagsúla modhanna féinmheasúnaithe agus piarmheasúnaithe, lena n-áirítear plé ar na critéir mheasúnaithe agus ‘códú solas tráchta’, ‘Dréimire aiseolais Perkin’, agus ‘Smaoinigh ar Phéirí-Roinn’. bileoga oibre.

Ba iad príomhthorthaí an taighde seo ná:

1. Go mothaíonn na scoláirí ar a gcompord ina spás féin agus iad timpeallaithe ag daoine a bhfuil aithne acu orthu agus a bhfuil muinín acu astu.

2. Go raibh na scoláirí is mó gafa i ngníomhaíochtaí comhoibríocha a bhaineann le gluaiseacht agus imscrúdú, agus de réir na modhanna a thriail.

3. B’fhearr leis na scoláirí piarmheasúnú go féinmheasúnú, go háirithe ag baint úsáide as formáid na mbileoga oibre 'Smaoinigh-Pair-Roinn'.

Policy and History / Beartas agus Stair

SEN Autism Research / Taighde Uathachais RSO

 

SEN Project Key Points:

  1. Autism is not an illness or disease.
  2. Neurodivergent people (including Autistic people) process information differently to neurotypical people.
  3. Autistic people or people with autism often have other co-occurring conditions.
  4. Many people have some autistic traits but this does not mean they are autistic.
  5. Social interaction, communication, sensory and information processing can be difficult for autistic people.
  6. ABA should not be practiced and can have detrimental affects on individuals who experience it.
  7. NCSE was set up to improve the quality of education for people with Special Educational Needs in Ireland.
  8. Since the EPSEN Act in 2004, the number of the number of autism-related special classes and units has grown in main-stream education.
  9. It is essential to cater towards each student's individual educational / learning needs.

 

Príomhphointí Tionscadail RSO:

  1. Ní tinneas ná galar é uathachas.
  2. Déanann daoine neurodivergent (lena n-áirítear daoine uathacha) faisnéis a phróiseáil ar bhealach difriúil le daoine neurotypical.
  3. Is minic a bhíonn coinníollacha eile ag daoine uathacha nó ag daoine a bhfuil uathachas orthu.
  4. Tá tréithe uathacha ag go leor daoine ach ní chiallaíonn sé sin go bhfuil siad uathach.
  5. Is féidir le hidirghníomhú sóisialta, cumarsáid, céadfach agus próiseáil faisnéise a bheith deacair do dhaoine uathacha.
  6. Níor cheart AIF (Anailís Iompraíochta Fheidhmeach) a chleachtadh agus d'fhéadfadh tionchar díobhálach a bheith aige ar dhaoine aonair a bhfuil taithí acu air.
  7. Bunaíodh NCSE chun caighdeán an oideachais a fheabhsú do dhaoine a bhfuil Riachtanais Speisialta Oideachais acu in Éirinn.
  8. Ó Acht EPSEN in 2004, tá fás tagtha ar líon na n-aicmí agus na n-aonad speisialta a bhaineann le huathachas san oideachas príomhshrutha.
  9. Tá sé riachtanach freastal ar riachtanais oideachais / foghlama aonair gach dalta.