Bitesize Research: Within-class Attainment Grouping

By Jaya Carrier

We mostly teach at WA in mixed ability groupings, and this is underpinned by a very important part of our educational philosophy. As such, this week, I found it interesting to read about the idea of within-class attainment groupings in this summary from the EEF - namely, grouping students in mixed ability groups together with peers of a similar attainment level. 

Objectives: To understand the impact of grouping students of a similar attainment level together in lessons.

Summary:  

The key overall themes are:

• Evidence suggests that grouping students with those of a similar attainment level has a positive impact on all learners
• Despite the overall positive effect, there does appear to be less of a beneficial effect for lower attaining students
• There are some studies that suggest that grouping students in this way has a negative impact on other factors such as student confidence - possibly as it discourages the belief that attainment can be improved through effort 

How does this impact me and my practice?:

Some reflection questions arising from this that might be helpful to consider are: 

• How might considering this help the learning of some students in my lessons? What might I need to implement this?
• What impact does the currently COVID situation have on this? 
• What other strategies might be needed for LPA students to support their learning?
• How might I mitigate potential negative impacts on confidence if I were to use this strategy?

If anyone would like to discuss this further with me - please let me know! I’d be delighted to open up these discussions and conversations.

Bitesize Research: The Relationship Between Students' Belief In Their Abilities And Their Achievement in Verbal And Mathematical Subjects

This week, I wanted to share with you a meta-analysis published by the Review of Educational Research in April 2020 by Moller et al. from the University of Kiel. 

Objectives of study: This review looked to synthesise 505 data sets on the relationship between students’ beliefs about their abilities (called ‘academic self-concept’) and their achievement in verbal and mathematical subjects. The review looks at three strands of academic self-concept; social (e.g. how good am I compared to others?), dimensional (e.g. how good am I at Maths compared to English?) and temporal (e.g. how good am I compared to how good I was?)

Headline findings: In terms of dimensional academic self-concept, as students develop positive self-concepts at one end of the verbal-mathematical continuum, they may develop negative self-concepts at the other end. 

Summary of study: 

• Strengthening self-concept in Maths or Science leads to a weakening self-concept in reading and writing, and vice versa; students become ‘Maths’ or ‘English’ people. 

• This does not align with the evidence of student achievement in those subjects; ability in verbal and mathematical subjects are not mutually exclusive and ability in both was positively correlated.

• Dimensionally, talented students may develop only an average self-concept in their worst subject, even though their performance in this subject is above the average.

• Particularly strong correlations were found between achievement and self-concepts with older students and where grades were given rather than standardised test scores.

How does this impact me and my practice?:

Some reflections questions arising from this that might be helpful to consider are:

• In what ways can we avoid binary self-concepts in students and avoid them thinking they are either ‘Maths’ or ‘English’ people?

• How does this research link and strengthen the case we can make to students around taking and flourishing under the IB?

• How can we ensure that our students maintain a high level of academic self-concept? 

If anyone would like to discuss this further start the discussion below! I’d be delighted to open up these discussions and conversations.