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Results show that use of the thinking tools had a major impact on the children
Description:
The results show that use of the thinking tools had a major impact on the children in the target group, both in terms of their optional Year 4 reading and writing national test results and more generally in terms of motivation and enthusiasm.
The charts below demonstrate how the three groups were considered largely parallel before the research project began and the ways in which the target group had made larger gains by the end of the school year.
Chart 1 shows average scores that were calculated for each group in end of Key Stage 1 national reading and writing tests. Chart 2 shows how; by the end of the research project, the target group had improved their results above and beyond their peers in both reading and writing. It should be noted that there were two children in the target group and one in control group 2 who had a score of ‘below Level 2’ in the reading test. Their scores were not included, as this score has no specific numerical value.
There is obviously an issue remaining here about children who do not read well enough to access the national reading test assessment.
However, this should not detract from the gains made by the other children who were able to put their enhanced ability to think from a viewpoint other than their own into practice. In support of this, the two children in question did demonstrate this skill in verbal and written responses to classroom work and one of them made good progress in the Year 4 writing test.
Chart 1 Chart 2
Outcomes of the Year 4 national tests were also compared to
targets that had been set for the children at the end of Year 3, before the research project had been devised, and to national standards. The findings of these comparisons are illustrated in
tables 1 and 2. Table 1 also shows the percentage of the groups who reached the national average for Year 4 and those that reached Level 4 ( the national average for pupils at Year 6). In the target group 53% represents the eight children who achieved Level 4, which compares to a target figure of 7%, equating to one child.
Table 1: Year 4 national test results in Reading
Y4 Reading SAT Target Group Control Group 1 Control Group 2
% meeting or exceeding targets 87% 50% 67%
% exceeding targets 80% 42% 42%
% reaching or exceeding National Average (3b+) 73% 25% 50%
% reaching Level 4 53% 17% 33%
Table 2: Year 4 national test results in Writing
Y4 Writing SAT Target Group Control Group 1 Control Group 2
% meeting or exceeding targets 80% 67% 25%
% exceeding targets 67% 17% 17%
% reaching or exceeding National Average (3b+) 26% 0% 17%
Direct evidence that the children had improved their ability to think from a viewpoint other than their own was seen when looking specifically at the outcomes of the writing ask ‘Dear Grandad’, where the children are expected to write a letter as the character Carla. It was found that children in the target group scored an average 3 points higher (with an average mark of 3c equating to 19 points) than those in both control groups (with an average mark of 2b+ equating to 16 points).
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