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Research and References
School Change Research Report
Final Report on the Springfield, VT Professional Learning Project, 2009-2011
This research on the Critical Skills model provides data around the effectiveness of the model in a variety of settings.
Jersey Critical Skills Programme: An Evaluation (PDF 280K) by Professor E C Wragg, Dr. Caroline Wragg and Dr. Rosemary Chamberlin
An evaluation of the Critical Skills Programme in Jersey was commissioned by the States of Jersey Department for Education, Sport and Culture in September 2003. At that point over two hundred teachers had been trained over a period of two years and it was considered important to assess whether the programme was achieving its aims in providing learners with the skills, values and attitudes to become independent and interdependent life long learners in the 21st Century. Professor Ted Wragg led the evaluation team and he, Dr Caroline Wragg and Dr Rosemary Chamberlin conducted the evaluation over two and a half terms, completing the report in September 2004.
Based upon this report, the States of Jersey committed to training all teachers and Head Teachers on the island. Training was completed in 2010. Jersey eventually developed their own trainers to take the initiative forward.
“An Evaluation of Assessment for Learning Initiatives in Jersey: Final report.” by Judy Sebba (with Barbara Crossouard) for the States of Jersey
A 2006 evaluation of formative assessment work done on in Jersey by Kings College and how that initiative integrated with the teacher training done by Critical Skills. The study was conducted by the University of Sussex. Two extended research projects by Barbara Crossouard (cited below) were conducted based upon this particular evaluation.
Copies of this report should be made by request to Mr. Cliff Chipperfield, Head of Evaluation and Standards
“A sociocultural reflection on formative assessment and collaborative challenges in the states of Jersey” by Barbara Crossouard in Research Papers in Education, Volume 24, Number 1, March 2009 , pp. 77-93(17)
Abstract: Drawing upon data arising from an evaluation carried out for the Jersey educational authority, this article discusses the interaction of two professional development initiatives, formative assessment and critical skills thinking, bringing the two initiatives together from the perspective of Cultural Historical Activity Theory (CHAT). This allows the illumination of the power relations that are embedded within assessment practice and in consequence the importance of an instructional design that addresses these elements. After giving an overview of sociocultural learning theories and contextualising the research and the two initiatives in question, the article draws on the data to suggest the overlap between the mediating tool of a 'challenge' and the CHAT concept of an 'activity system'. It discusses the value of constructing a shared, collective focus (or object) for task activity; the authenticity and extended experiential nature of the task; the collaborative division of labour in the execution of the task and its assessment. Drawing upon the evaluation data, it is suggested that formative assessment might focus more strongly on extended task design, with the aim of creating spaces for student agency that is nevertheless in dialogue with curricular requirements. This also entails paying more explicit attention to the social positioning of teachers and learners, as well as amongst learners themselves, and ensuring that power relations are not glossed over in discussions of assessment regimes. In this respect the concept of an activity system seems potentially useful to teachers, not only researchers, in engaging with the complexities of designing classroom activities that support students' critical engagement and participation in different communities of practice.
Publication date: 2009-03-01
“Exploration of formative assessment within collaborative challenges in Scottish Primary Schools (Esmée Fairbairn Foundation Award 08-0406)” by Barbara Crossouard.
This paper [presented to the EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION in 2010] discusses data arising within a recent research project funded by the Esmée Fairbairn Foundation (Grant 08-0406) into formative assessment practices in Scottish primary schools. In more detail, it focused on the formative assessment practices arising within ‘challenges’, these being complex, open-ended problem-solving tasks that pupils tackle collaboratively in groups. Typically, after working in groups for an extended time, each group presents their work to the class, thus creating considerable opportunities for peer and teacher formative assessment of their work and their group processes. The research questions included: • What formative assessment practices does this approach to task design facilitate? • How do these affect learner attainment and learner dispositions? • What are the implications for curriculum design and assessment? • What issues would merit further research and development? The research context was identified as being of particular interest because the Scottish government is developing a new ‘Curriculum for Excellence’. This conceptualises learning as going beyond the acquisition of content. Instead, it seeks to provide a ‘coherent, more flexible and enriched curriculum from 3 to 18’, within which pupils are supported in developing four ‘capacities’, of being successful learners, confident individuals, responsible citizens and effective contributors to society (Learning and Teaching Scotland, 2009; Reid, 2008); Scottish education systems also acknowledge the impact of social equity issues upon different pupils’ educational outcomes (OECD, 2007). Finally, its approach to assessment in primary schools emphasises teacher assessment rather than national testing (Bryce, 2008).
Evaluation of the Effectiveness of Teacher Assessments (PDF 81K)
Critical Skills Project - A Glasgow University Study
Education By Design Evaluation Research (PDF 123K)
Critical Skills in Action
See the 9 Characteristics in Action at the River Valley Technical Center, Springfield, Vermont (video)
Critical Skills Ambassadors
These teachers and administrators are more than happy to speak with you about their Critical Skills experience!
Kristin Anderson
Merrimack Valley High School Penacook, NH
High School Science Teacher - biology & anatomy & physiology
kanderson@mv.k12.nh.us
Level I Critical Skills Institute, 2010
Ruth Beaton
AP Psychology, Honors Psychology, CP Psychology, Citizenship and Government Teacher
Pentucket Regional High School
rbeaton@prsd.org
Level I Critical Skills Institute- 2010-2011 School Year
Alyson Bull
6th Grade Teacher
Leverett Elementary School, Leverette, MA
bull@leverettschool.org
Level I Critical Skills Institute -2009. Matriculated in the MEd program- Spring of 2010
Becky Davis
1st grade teacher
Boscawen Elementary School, Boscawen, NH
rdavis@mv.k12.nh.us
Level 1 Critical Skills Institute Participant 2010
Dominic Dibenedetto
8th grade English teacher
Keene Middle School in Keene, NH.
ddibenedetto@sau29.org
MED w/Critical Skills Concentration, 2008
Cindy Knight
Math Teacher
Springfield, VT High School
cknight@ssdvt.org
Level I Critical Skills Institute- 2005
Al Magnusson
8th grade science teacher
Hampton Academy Jr. HS
amagnusson@sau21.org and / or alan_magnusson@msn.com
Level I Critical Skills Institute- 1994, Institute Coordinator for 14 years.
Mary Magnusson,
High School English Teacher
Sanborn Regional High School, Kingston, NH
mmagnusson@sau17.org
Level 1 Critical Skills Institute-1995; Critical Skills Concentration in the MEd program- 2008
Denise McGrath
Pentucket Regional High School
Life Skills/ Special Education
DMcgrath@prsd.org
Level I Critical Skills Institute- 2011
Tracy Murch
Administrator
Merrimack Valley School District - Boscawen Elementary
tmurch@mv.k12.nh.us
Level I Critical Skills Institute- 2009-2010 School Year.
Patty Myers
Page School- Pentucket Regional School District
Classroom teacher grade 3
myers@prsd.org
Level I Critical Skills Institute- 2010- 2011
Celeste Dakai
Frances C. Richmond School, Hanover, NH.
Middle School Social Studies
celeste.wilhelm@hanovernorwichschools.org
Level I Critical Skills Institute- 2010
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