Over the course of the year the 2nd and 3rd year focus teachers will be conducting their own, short, in-class research regarding factors relating to executive function. Those who choose to have made their research available here for you to read.
This booklet is one we have been using to guide the action research approach as part of the Empowering Local Learners Project, especially for the 3rd year group who have been working on this over the course of the year
2015 - 2nd year focus teachers action research
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This research piece looks at whether students can look at at all the choices for a multiple choice question and say how a student may have thought about the problem if they answered in each of the different ways. The aim was to see the impact that this may have had on how well they were able to identify the correct answer and the common misconceptions.
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This research piece looks at the effect of multiple choice questions on kids thinking and their self-concept of the correctness of their answer. In particular kids in this study were asked to solve a NAPLAN question without the answer choices, when they were then given the possible multiple choice answers the teacher was looking for whether they kept their original answer or changed their mind.
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This study looks at the difference of how kids answer a NAPLAN question with the possible answer choices compared to those who are not given any possible answer choices. The study compares the accuracy and the time to complete the question.
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This study looks at whether knowing the purpose of the PAT testing impacts on the results. It looks at a comparison between how well students do on a test initially and then after being told how and why the test is being used.
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This piece looks at whether having the answer choices in multiple choice questions help or hinder students' ability to answer those questions correctly. It also looks at whether students have a particular preference for different question types.
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This article looks at whether students' ability to read and comprehend word problems in mathematics effects their ability to answer them in an appropriate way.
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This article looks at the difference between how students engage with results from diagnostic testing. Some were analysing their own results, some were analysing an anonymous other student's results. The aim was to see if they could determine what that person (themselves or the other person) was thinking at the time given their response.
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This piece looks at whether removing the multiple choice answers to questions allows students to use more impulse control in answering. With multiple choice if they are stuck they often choose a response at random, this study looks to see if they use more deliberate thinking if the choices are not provided to them.
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