teacher participants. The 'Dynamic Integrated Approach' (DIA) to professional development is used both as the basis for the CPD course and as an evaluation framework. This is a complex five-stage model, which sets out teacher development as a hierarchy. The authors claim an association between teachers operating at the higher DIA levels and higher student attainment. The 'before' evaluation consisted of observation, teacher questionnaire, student tests, student questionnaire. 'After' evaluation used the same methods and measures plus a feedback meeting with teachers. Students of teachers in the higher DIA levels made greater gains than those of teachers assessed as in the lower levels. Students of teachers in the DIA group made statistically significant gains while those of a control group did not. The follow-up revealed no further improvement and no decline. In a study over 4 semesters with 74 academics and over 5000 students, Han and Finkelstein (2013) found evidence that CPD for teachers on using clicker assessment and feedback (CAF) tools influenced student perceptions of the technology. Rutz et al. (2012) identify improvement in student critical thinking as evidenced in written assignments. This mixed methods study investigates the impact of CPD (mainly unaccredited) at two different US HEIs over 3 years. Willett et al. (2014) is a detailed paper on the same study and advances a more tentative conclusion that student learning (clearly defined here with reference to writing, quantitative reasoning and critical thinking) is enhanced. Shim and Walczak (2012) also suggest a relationship between teacher practices and student development of critical thinking skills. Additionally, Willett et al. (2014) focus on the development of a methodology for assessing impact using student work and teacher assignments. The Haswell paired-comparison rubric was used to analyse student texts and staff assessment prompts before and after CPD events to establish evidence of impact. The findings indicate clear change/enhancement in academics’ practice and, as suggested above, some evidence of impact on student learning, although the latter findings are less strong. Finally, as suggested in section 1 above, Lumpe et al. (2012) found that the teachers’ self-efficacy was positively correlated to an improvement in students’ standardized science test scores. The
teacher participants. The 'Dynamic Integrated Approach' (DIA) to professional development is used both as the basis for the CPD course and as an evaluation framework. This is a complex five-stage model, which sets out teacher development as a hierarchy. The authors claim an association between teachers operating at the higher DIA levels and higher student attainment. The 'before' evaluation consisted of observation, teacher questionnaire, student tests, student questionnaire. 'After' evaluation used the same methods and measures plus a feedback meeting with teachers. Students of teachers in the higher DIA levels made greater gains than those of teachers assessed as in the lower levels. Students of teachers in the DIA group made statistically significant gains while those of a control group did not. The follow-up revealed no further improvement and no decline. In a study over 4 semesters with 74 academics and over 5000 students, Han and Finkelstein (2013) found evidence that CPD for teachers on using clicker assessment and feedback (CAF) tools influenced student perceptions of the technology. Rutz et al. (2012) identify improvement in student critical thinking as evidenced in written assignments. This mixed methods study investigates the impact of CPD (mainly unaccredited) at two different US HEIs over 3 years. Willett et al. (2014) is a detailed paper on the same study and advances a more tentative conclusion that student learning (clearly defined here with reference to writing, quantitative reasoning and critical thinking) is enhanced. Shim and Walczak (2012) also suggest a relationship between teacher practices and student development of critical thinking skills. Additionally, Willett et al. (2014) focus on the development of a methodology for assessing impact using student work and teacher assignments. The Haswell paired-comparison rubric was used to analyse student texts and staff assessment prompts before and after CPD events to establish evidence of impact. The findings indicate clear change/enhancement in academics’ practice and, as suggested above, some evidence of impact on student learning, although the latter findings are less strong. Finally, as suggested in section 1 above, Lumpe et al. (2012) found that the teachers’ self-efficacy was positively correlated to an improvement in students’ standardized science test scores. The
HEA__CPD_Project_Report.docx