Alternative questions not equivalent in terms of Pre-testing of questions, especially where difficulty alternatives are provided, to ensure estimates of One teacher commented in feedback that the difficulty and/or time required for completion question seemed more challenging and are accurate. time consuming than the Dutch alternative, stating that most students were unable to finish the Welsh question. The scores from 2012 suggest that students found the Dutch question easier than the Welsh question, with question 3d scoring on average two marks higher than question 3w. Difficult opening questions Inclusion of an easier question, ‘starter’ Opening questions were more difficult than especially in lower level papers. This need not expected, and students were discouraged by mean a lowering of the overall paper difficulty. this. A more accessible opening question might increase student confidence, and completion of the paper. Increasing interest from younger students Continued monitoring of performance and There was no clear call for introducing an easier suitability of questions to ensure suitable paper level, although some teachers commented material and support is provided for a that younger students were getting more broadening age range. interested in the competition. Underrepresentation of students from Continued monitoring of performance, and use maintained school in top mark bands of teacher and student feedback to ensure Although too early to tell whether this is a necessary support is provided to maintained significant trend, this is a tendency worth schools. Furthermore, a greater focus on monitoring. encouraging maintained schools to enter the competition after registration is possible. 4.2.2 Benefits for school subjects Feedback from teachers Fifteen teachers reported feeling no effects of student participation in UKLO. Of these, five commented that it was too soon to tell, and one commented that too few students had taken part to tell. Eight of the 15 responses commented that they felt sure benefits had been felt by ‘no’ individuals, and that, in time, positive effects would be felt on a larger scale. Of the 20 teachers who reported seeing effects of participation, 15 were foreign language teachers. The positive effects described included: Improved student interest and enjoyment Improved student attitude and motivation Improved student confidence and enthusiasm Help in letting students see the value in learning languages Help in developing language skills
Alternative questions not equivalent in terms of difficulty One teacher commented in feedback that the question seemed more challenging and time consuming than the Dutch alternative, stating that most students were unable to finish the Welsh question. The scores from 2012 suggest that students found the Dutch question easier than the Welsh question, with question 3d scoring on average two marks higher than question 3w. Pre-testing of questions, especially where alternatives are provided, to ensure estimates of difficulty and/or time required for completion are accurate. Difficult opening questions Opening questions were more difficult than expected, and students were discouraged by this. Inclusion of an easier ‘starter’ question, especially in lower level papers. This need not mean a lowering of the overall paper difficulty. A more accessible opening question might increase student confidence, and completion of the paper. Increasing interest from younger students There was no clear call for introducing an easier paper level, although some teachers commented that younger students were getting more interested in the competition. Continued monitoring of performance and suitability of questions to ensure suitable material and support is provided for a broadening age range. Underrepresentation of students from maintained school in top mark bands Although too early to tell whether this is a significant trend, this is a tendency worth monitoring. Continued monitoring of performance, and use of teacher and student feedback to ensure necessary support is provided to maintained schools. Furthermore, a greater focus on encouraging maintained schools to enter the competition after registration is possible. 4.2.2 Benefits for school subjects Feedback from teachers Fifteen teachers reported feeling no effects of student participation in UKLO. Of these, five commented that it was too soon to tell, and one commented that too few students had taken part to tell. Eight of the 15 ‘no’ responses commented that they felt sure benefits had been felt by individuals, and that, in time, positive effects would be felt on a larger scale. Of the 20 teachers who reported seeing effects of participation, 15 were foreign language teachers. The positive effects described included: Improved student interest and enjoyment Improved student attitude and motivation Improved student confidence and enthusiasm Help in letting students see the value in learning languages Help in developing language skills
UKLO-Academy-final2.docx