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Action Research
In 2004 and 2005 NZQA funded several teachers throughout New Zealand to conduct small-scale action research project in their school.
The teachers incorporated assessment for learning principles into their classroom to help improve student achievement.
Each teacher chose an issue specific to their subject and with some assistance from the Research team designed the method, collected and analysed data such as student surveys, and wrote a report.
Six reports are available:
Bloomin' Excellent: An action research investigation into enhancing students' essay writing skills in Level 2 EnglishLauren, Anna and Rebecca introduced five different activities into their classroom with a focus on students achieving at Merit and Excellence levels. The activities incorporated critical thinking skills of Blooms Taxonomy to improve students analysis of text and essay writing skills for the following level 2 English external achievement standards: 90377, 90378, 90379. Authors Viewpoint |
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 Lauren Crowe, Anna Blake (abs: Rebecca Quin), Whakatane High School |
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"Acutely aware of the problems students were experiencing when dealing with concepts of analysis at level 2, we set out to research and develop strategies and support to encourage this high-level thinking skill. Our research focuses on students structuring responses, using Bloom's Taxonomy effectively and experiencing fun, interactive activities to stimulate engagement and enjoyment of the ideas found in texts. We are sure that this project contributed to improved student achievement." |
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Enhancing Assessment with Graphic OrganisersThis project focused on level 1 technology achievement standards 90045, 90049 and 90050. Sandy and Marie designed graphic organisers for each standard using symbols and pictures to help students plan, design and evaluate their work. Authors Viewpoint |
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 Sandy Goonan, Carmel College, and Marie Martin, Diocesan School for Girls |
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| "Our project was important to us because many of our students found aspects of documenting their practice difficult and had expressed their frustration when trying to understand the course requirement handouts. In addition many students appeared to be reluctant to access complex assessment schedules to monitor the progress of their own learning despite consistent encouragement to do so. Student response to the graphic organisers has been positive; there has been fewer complaints about written work which in turn has enhanced their experience in technology. We have continued to use and develop them further at other levels." | ||||||
Look at me, see myself: The use of technology as an effective means of providing constructive feedback to drama studentsSylvia utilised film and photography to record and analyse student performance for drama achievement standards 90006 and 90007 at level 1, and 90301 at level 2. Students viewed the visual evidence then gave feedback using expanded achievement criteria and focusing questions. Authors Viewpoint |
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Sylvia Lee, Taupo Nui a Tia College | ||||
| "Drama is a performance based subject and for the purposes of assessment and moderation a video record of student performance is required. Early on in the assessment process it became clear to me that the introduction of the camera at assessment time made the camera the focus rather than the performance and this restricted student performance. The action research arose out of an idea from physical education courses where video footage is used to show athletes how they are performing and how to improve. My drama students became my athletes and the action research project became a valuable tool in assisting them to focus on their own performance and not the camera. I have introduced this concept to my current year 11 students and am hoping that they will respond like finely tuned athletes!" | ||||||
Improving student achievement through quality informationThis project involved working with teachers in the level 1 physical education and graphics departments. Teachers took part in workshops to review and develop the documentation students received in each course focusing on learning objectives and feedback. Authors Viewpoint |
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 Fred Kramer, Nelson College |
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| "The quality of information that teachers provide to a student to inform them of learning and achievement objectives in a course of study has always interested me. With the implementation of NCEA this aspect of education has become a very transparent tool to improve the engagement and motivation of students. This project allowed me to work with individual departments who were looking to improve the way they communicated information about learning objectives and achievement criteria to students. This research lead to students feeling more informed about their subject goals and how to achieve. Since the completion of this project I have gained a position of Deputy Principal at Riccarton High School but I am continually looking at ways in which the teachers can improve the quality of the information they communicate to students about their learning and achievement." | ||||||
Self-regulated learning and the National Certificate of Educational AchievementCraig focused on the level 2 research standard for science 90313 (now standard 90771). Students were introduced to self-regulated learning strategies such as goal setting and reflected on their own learning throughout the task. Authors Viewpoint |
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 Craig Steed, Freyberg High School, Palmerston North |
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| "My project dealt with self-regulated learning which I first became interested in while studying an extramural paper on learning and motivation, through Massey University. The research focused on goal setting and helped the level 2 science students reflect on their own learning. Since the project I have run two workshops including aspects of self-regulation at Chem-Ed Conference (2005) and the 'What's Next in Asessment for Learning?' Conference (2006). I continue to explore the area of assessment for learning as I near completion of my Masters of Education. I am particularly interested in the importance of both teacher and student question asking in effective formative interactions." | ||||||
Using formative assessment strategies to raise student achievementIn this project students took part in group learning strategies such as broadening the achievement criteria and critiquing essay plans for level 2 history external achievement standard 90469.
Authors Viewpoint |
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| "We began the project through a shared interest in factors affecting student attitudes to performance in NCEA external standards. We chose to focus on a demanding level two history standard, seeking to explore whether intensive peer mentoring and cooperative learning would up-skill and empower students, thereby enhancing their performance. Participation in the project was very rewarding, it provided valuable insights that have led to changes in classroom practice and an interest in using action research as a vehicle for individual teachers to raise achievement in their own classrooms has continued to develop." | ||||||
Last updated: 20 March 2007