Background and research

Evidence Base

Our Personalised Learning work is being informed by available research in the field. For example, there is strong evidence that assessment for learning and intervention strategies for improving students' higher order thinking skills can make a real impact on GCSE grades. In addition, there is powerful emerging evidence in the area of improving pupil voice and consulting learners about their education.

As well as drawing on existing evidence we are also commissioning new work. This will particularly inform us about how different schools will take forward the personalised learning agenda - as well as highlighting areas for further research.

If you would like to keep up to date with new research as it is published including personalised learning studies why subscribe to the DCSF schools research newsletter? If you would like to join the mailing list please e-mail victoria1.white@dcsf.gsi.gov.uk

Research on personalised learning topics

Listed below are links to summaries of research on topics relating to personalised learning. These summaries have been specifically written for practitioner audiences, and highlight possible implications for practice.

Teachers’ and Students’ roles in formative assessment (written by Wiliam, Lee, Harrison and Black and published in 2004)

Recent research studies have highlighted the value of formative assessment in helping raise pupils' attainment (e.g. Black and Wiliam's Inside the Black Box). Although the original work revealed clear messages about what was needed there was little or no exemplification of the strategies. The two studies which are the subject of this digest set out to evaluate and illustrate formative assessment methods in secondary schools in England.  
www.standards.dcsf.gov.uk/research/themes/
assessment_for_learning/MonSep151522482003/

Developing formative assessment in the classroom; using action research to explore and modify theory (written by Torrance and Pryor and published in 2001)

This study looks at how classroom assessment can be used to support children's learning.  It shows how assessment for learning can be used to foster and promote learning environments for children.
www.standards.dcsf.gov.uk/research/themes/
assessment_for_learning/TueOct221742482002/

Peer tutoring in writing: A school systems approach (Written by Medcalf,  Glynn and Moore and published in 2004)

Peer tutoring is a method of in-class teaching in which same-age or older children are trained to support their peers in learning.  It can provide educational benefits for both the tutors and the tutees, and is seen by many as one of the most effective, enjoyable and practical ways in which to deliver personalised learning.

This study undertaken in New Zealand used an intensive tutoring approach where senior primary school children assisted junior class students to develop writing skills.  The responsive nature of the programme meant that tutors were required to use higher cognitive skills than those used in many traditional peer tutoring programmes. 
www.standards.dcsf.gov.uk/research/themes/
assessment_for_learning/peer_tutoring_writing/

Effects of a Cognitive Acceleration Programme on Year 1 pupils (written by Adey, Robertson and Venville and published in 2002)

This study investigates how teachers can improve the thinking skills of young children. Many recent studies have shown that teachers can affect the way in which their pupils' thinking develops. Philip Adey, Michael Shayer and other researchers, in earlier cognitive intervention programmes, had aimed to accelerate the development of thinking processes for children in Years 7 and 8.  This study looked at undertaking similar approaches with Key Stage one pupils in Hammersmith and Fulham.
www.standards.dcsf.gov.uk/research/themes/
thinkingskills/6553/

How do secondary school teachers choose within-class student grouping strategies? (Written by Peter Kutnick et al and published in 2005)

Structured group work is a very effective method of promoting learning amongst students of all ages, according to recent research evidence.  Yet little is known about the ways in which secondary school teachers structure groups within their classes.  The authors of this study noted that research into within-class grouping in English secondary schools is relatively rare compared with studies of such grouping in primary schools. The study looks particularly at how secondary school teachers planned within-class grouping and how it was used to facilitate learning tasks.
www.standards.dcsf.gov.uk/research/themes/
pupil_grouping/secondary_student_grouping/

Consulting pupils about teaching and learning (written by Rudduck, Flutter and Peddar et al and published 2005)

A key aspect of personalised learning is the development and support of pupil voice especially across the school. This digest summarises a three year study on consulting pupils about teaching and learning. The researchers found that pupils had much to say about teaching and learning. When their perspectives were taken seriously they felt more positive about themselves as learners, could understand and manage their own progress better, and felt more included in the school’s purposes. They believed that what they said made a difference.  Consulting with pupils was also beneficial to teachers – it helped them understand how to support pupil engagement and build more open, collaborative and communicative relationships with their pupils.
www.gtce.org.uk/PolicyAndResearch/research/
ROMtopics/pupilvoice/

Personalised Learning - a publication by the Teaching and Learning Research Programme

This booklet draws together research on personalised learning topics, which have been funded as part of the Teaching and Learning Research Programme (TLRP).  The booklet is written for practitioners in mind.  TLRP is the UK's largest ever investment in education research. It runs from 2000 - 2008 and is based at the Institute for Education, University of London. TLRP aims to enhance outcomes for learners in all educational sectors across the UK.  As well as producing findings on particular topics, the Programme is attempting progressively to identify key principles of effective teaching and learning and ways of applying them.  To find out more about TLRP go to the website on www.tlrp.org

www.tlrp.org/documents/ESRCPerson.pdf

Assessment Reform Group

The Assessment Reform Group has a published a number of resources on-line to support teachers in the development of good assessment practices in the classroom. These resources are underpinned by research evidence. Downloadable publications on the site include "Inside the black box", the ten principles of assessment for learning, and most recently the findings from a systematic review of the literature on testing, motivation and assessment. This review includes practical guidance for teachers on improving pupil morale - particularly that of low attainers, and reducing pupil stress during testing.
www.assessment-reform-group.org.uk/publications.html
 

Review of citizenship research

The Citizenship agenda will provide a good opportunity for schools to consult pupils about their learning. The recent systematic review on the impact of citizenship on schooling, helps to illuminate teaching and learning processes which encourage pupil voice. A summary of the review can be found at 
www.citized.info/?1_menu+eppi&other+eppi2

Pupil Participation Project: Personalised Learning

Eight secondary schools have been working with the LA and researchers at the University of Cambridge to look at developing pupil voice within their schools to support personalised learning.  The schools have focused on a range of issues including mentoring, engaging non attendees, partnerships in the classroom and building relationships with learners in year 7. A report from phase one of the project has recently been published.

Four of the schools have continued in phase 2 of the project which is looking at scaling up the work and sustainability.  The project is co-funded by the LA and the DfES Innovation Unit.