Friday, 3 November 2017

Key Points

The initial reaction to the post inquiry data was positive. I wasn't overly sure how students would respond to the idea of using 'voice typing' due to the low levels of efficacy. The data showed that students found the tool effective in helping them improve their self efficacy towards their writing. The positive response was overwhelming because of the huge risk I took introducing a new tool for students to use for an NCEA assessment.

Due to the increased self-efficacy within students writing, I saw an increase in overall results for the particular achievement standard I attached my inquiry to. To see a 16% increase in the overall pass rate from the previous year was extremely pleasing. After all, one of the main objectives of my inquiry was to help improve student outcomes.

A key point to note was the fact that the achievement standard did not require copious amounts of writing. The standard required students to reflect on what influenced their participation in the previous day's practical lesson. The forms of reflection only required a description and not any lengthy explanation, which suited using the tool 'voice typing'. However, if I was to use this tool for a different assessment that required critical explanations, I do not think that I would get the same outcomes.

Subjectively, as the year went on, I could personally see student's increasing their efficacy within their writing. However, I wanted to know if this was being transferred to other subject areas. The fact that students had faith in their writing in Physical Education was great to see, but ideally I wanted that skill to be transferable to other subject areas. Whether this has happened or not is for me to investigate.

A key point to note was the fact that student's with extremely low levels of self-efficacy found 'voice typing' difficult to use due to the added stress of the task. Student's who already did not have a lot of faith in their ability to construct a written piece on a document also found talking difficult. Due to their low self efficacy they found it hard to articulate words in order to use voice typing effectively. This small group found the task extremely difficult and consequently had little faith in using the tool.




1 comment:

  1. Tena koe Troy, Nga mihi nui ki a koe on your inquiry and the mahi you continue to do with our PHS students. I too have used this tool in my Year 12 class and it has been useful. It would be interesting to see how many of these students would continue to use this without teacher direction. I would also like to see if there was any tools like this that translate from other languages that may support our ESOL students. Once again nga mihi nui.

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