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Programme
and
Narrative Assessment
Action Research
November 2009
Researched by:
Debbie Smith
Barbara Blake
Joy Chilcott
Kathryn Wealleans
Lesley Stevens
Action Research Project
2009
Our Project:
Our programmes were not taking into account the need for a transition
programme for the New Entrant children. A new initiative for 2009 has been
introduced - a Socially-Cultural Approach to our afternoon programmes, three
days per week, where all children within the New Entrant rooms and two of
our Special Needs children, are able to develop, practise and consolidate oral
language skills, numeracy and literacy skills and promote positive social
interactions. Through structured ʻplayʼ sessions based on our Inquiry
Learning topics the children are engaged in
age appropriate and skill appropriate activities.
The focus for our action research was how to assess and
measure the success of the Transition to School
Programme.
We wanted to be able to measure the effectiveness of this
new initiative to see whether it was making a difference to
our childrenʼs oral language skills and social skills.
Research suggests different tools, eg digital portfolios,
narrative stories, movies, and photo books are effective. We needed tools that
would be effective, affordable and practical.
We chose to use the digital camera and the flip video recorder to record
narratives and achievements. In addition a
learning journal recorded anecdotal evidence
as noted by teachers.
Research Findings:
We researched two areas: developmental programmes and assessment using
narrative.
Sensory Centre:
Aim Activities
Aim Activities
Aim Activities
Aim Activities
2. The second area of research was in regard to how “narrative” can be used
as an assessment tool.
Part of our Action Research has been trialling such narratives with our
developmental programme through the form of digital photography and the flip
video.
Classroom teachers have been recording childrenʼs learning, and behaviours
through digital photography and the flip video. Childrenʼs conversations and
photographs are then used to assess childrenʼs oral language, their
participation and contribution, the way in which they relate to each other and
how they mange themselves.
The objective was for teachers to take video clip and photographic samples of
each child throughout the year.
Our Findings:
In the past Teachers in the Junior School have administered the JOST
assessment to children who were at risk or had delayed language skills. At
the start of 2009 we decided to administer the JOST assessment to all
children in the Room 3 and 4 Developmental Programme. This test was then
re-administered in Term 4 to assess what change had occurred in the
childrenʼs use of oral language.
A representative sample of children was chosen to re-administer the test to.
This included a child who had been moved to the Year 1/2 classroom due to
rapid progress in her learning across the curriculum. This child is identified
with an asterix as she only had one term of the Developmental Programme.
Ability to name Ability to Ability to Ability to label Ability to Ability to name
body parts describe understand opposites provide word as many
Possible score functions of verbs e.g. An associations for different
of 12 body parts e.g. What can elephant is big, specific animals as
eg What do you cut? a fly is ….. everyday possible in 1
do with your Possible score Possible score nouns eg bat & minute. The
eyes? of 6 of 4 …. aim is to name
Possible score Possible score six in the time
of 4 of 6 provided.
Possible score
of 6
Febru Octob Febru Octob Febru Octob Febru Octob Febru Octob Febru Octob
ary er ary er ary er ary er ary er ary er
Child A 11 12 4 4 6 5 4 4 6 6 6 (Was
very
fast) 6
Child B 8 11 4 4 4 6 3 4 5 6 6 (Was
very
fast) 6
Child C 10 11 4 4 5 6 4 4 5 6 6 (Was
very
fast) 6
Child D 11 12 4 4 6 6 4 4 6 6 4 (Was
fast) 6
Child E 11 10 4 4 6 6 4 4 6 3 6 (Was
fast) 6
Child F* 11 12 4 4 6 6 4 4 6 5 6 (Was
very
fast)6
Ability to use Ability to use Ability to use Ability to use Ability to use Ability to name
prepositions pronouns plurals correctly negative tense past and school, address
correctly e.g. correctly e.g. he including correctly present tense and age
between / she irregular plurals, Possible score correctly Possible score
Possible score Possible score eg mouse / of 2 Possible score of 4
of 5 of 2 mice of 5
Possible score
of 3
Febru Octob Febru Octob Febru Octob Febru Octob Febru Octob Febru Octob
ary er ary er ary er ary er ary er ary er
Child 3 5 0 0 1 3 0 0 1 1 4 4
A
Child 4 5 0 0 1 3 0 0 0 2 2 2
B
Child 5 5 0 0 3 3 2 2 1 1 4 4
C
Child 4 5 0 0 1 2 2 0 1 1 2 2
D
Child 4 4 0 0 2 2 1 2 3 2 0 2
E
Child 4 5 0 2 2 1 2 2 2 5 2 4
F*
The results show:
• Most children improved their knowledge of body parts
during the year.
• All children are able to describe the function of their
body parts.
• Most children demonstrated an understanding of
verbs at the beginning of the year. Two out of three
other children improved their understanding during
the year.
• Most children demonstrated a sound understanding
of opposites at the start of the year. The child who
was less able in this area caught up with their peers
during the year.
• There was a mixed result for the childrenʼs ability to use word
associations. Two children improved their ability and two childrenʼs ability
decreased during the year.
• Almost all children were able to name six animals in a minute at the start
of the year. The child who could only name four animals caught up with
her peers during the year. All children got faster at this task during the year
and would have been able to name even more animals but there is a lack
of space to record this on the sheet.
• Most children improved their ability to use prepositions to describe the
position of objects improved during the year.
• One child improved her ability to use pronouns during the year.
• Three children improved their ability to use plurals correctly during the year
but one childʼs ability decreased.
• One child improved their ability to use negative tense correctly during the
year but one childʼs ability decreased.
• Two children improved their use of past and present tense correctly during
the year but one childʼs ability decreased.
• Two children improved their ability to list their school, address and age
during the year.
• Most childrenʼs oral language improved during the year. In February they
mainly used simple sentences and labels to describe a picture. In October
they were all able to use complex sentences in their description,
sometimes in combination with simple sentences or a few labels.
Ridley, Kate (2007) Thinking Skills in the Early Years, Set Magazine, No 1,
2007