Annamari Ylonen (Evaluation Officer)

1. Evaluation of the project Annamari Ylonen (Evaluation Officer)

2. Aims of evaluation • Evaluation will focus on assessing these project aims: • Aim to enhance the achievement of pupils identified with MLD at KS3 (academic, cognitive, motivational and well-being aspects) • Aim to enhance the professional development of participating teachers • Aim to enhance curriculum and pedagogic development and self-development capacity in participating classes and schools • A separate, but interlinked aim is to: • Evaluate the usefulness of the MLD category Identification of pupils with MLD: - Recorded in annual census last January; using the Government descriptor of MLD - Pupils at School Action Plus or with Statements, where MLD was main area of SEN

3. Pupil level evaluation • All case pupils will be assessed twice during Phase 1 and once after Phase 1 (baseline assessment and assessment after intervention): • British Ability Scales – verbal/non-verbal cognitive ability (matrices, word similarities, reading, spelling test) • MALS (Myself-as-Learner-Scale) – self-concept as a learner • Resiliency scales – coping in adversity. Personal attributes to assess e.g. optimism, adaptability, sense of trust and comfort with others • Attitudes to class and school survey • In addition: • Attainment assessment by teachers • Pupil behaviour in class survey filled in by teachers • Pupil interviews by the evaluation team

4. Teacher level evaluation • Focus on evaluating the impact of Lesson Study on participating teachers (e.g. opinions of teachers about LS and how it affects teaching & learning; professional development) • Focus on the impact of LS on pupils as assessed by teachers • How? • Continuous assessment by teachers themselves throughout the project (e.g. records, notes, video recordings) • Assessment by the evaluation staff by using surveys (e.g. an online survey tool, Survey-Monkey) and interviews • Assessment after LS has been introduced – focus on changes

5. Class/School level evaluation • Impact of Lesson Study on participating classes: • Teaching, classroom practices – impact on class cohesion, class dynamics, pupil-pupil relationships, teacher-pupil relationships, inclusion, behaviour... • Impact of Lesson Study on participating schools: • Organisation of SEN, general atmosphere, ethos, work ethic, changes, e.g. a shift into a more ‘inclusive school’? • How? • Assessment by teachers themselves throughout the project (e.g. as part of the Lesson Study method) • Assessment by the evaluation staff by using surveys and interviews • Observations by the evaluation team of classes and LS teams • Assessmentafter intervention – focus on changes

7. In conclusion • The evaluation of the Lesson Study and MLD project will be ongoing for the duration of the project • Evaluation is an important part of the project as it aims to assess whether the overall project aims have been met • Outcomes of evaluation will be used to: • Raise awareness about MLD and its definition and use (e.g. as a SEN category, needs of pupils, impact on pupils/teachers/schools) • Raise awareness of the Lesson Study Methodology both nationally and internationally

8. School visits The project website: http://www.lessonstudymld.org.uk http://elac.ex.ac.uk/lessonstudymld/index.php