#334 Evidence Based Practice – City Academy Norwich

In the pilot study the students’ scores from the two assessments were compared to their baseline scores. In the pilot study the students in the test group (using reader pens) made more progress from the baseline test to the first test (0.4 marks) than the control group (0 marks); and from the baseline test to the second test (2.7 marks) than the control group (2.0 marks). These results seem to suggest that the reader pens were able to support and have a positive effect on attainment for EAL, SEND, and students with low reading ages.

In the larger study students’ scores from the two assessments (mock 2 and actual exam) and the baseline assessment (mock 1) were compared to the control and test groups students’ scores. In the larger study the students in the test group (using the reader pens) made more progress in their second mock exam (0.48 grades on average) than in their first (baseline) mock exam; compared to the control group who made less progress (-0.41 grades on average). There was a difference of nearly 1 grade (0.89 on average), with the test group outperforming the control group. The test group made more progress in their actual GCSE exam (1.48 grades on average) than in their first mock exam; compared to the control group who made slightly less progress (1.33 grades on average). There was a slight difference of 0.15 grades on average. Although, this difference seems slight, it is important to note that none of the students in the control group have EAL, SEND or low reading ages. Therefore, any progress made by the test group towards matching the grades of the control group is very positive. The reader pens appear to have ensured the academic progress of vulnerable (EAL, SEND and low reading ages) students.

The results of this study seem to support similar research from Garner Education Services Ltd (2016) which concluded that exam reader pens can support dyslexic students in achieving an improved grade in their GCSE English Reading paper; (5 out of the 6 students, who undertook the paper with the assistance of the reader pens, achieved a real increase in their results) whilst also improving emotional well-being, improved confidence, and attitude to learning. The results of the Higgins and Raskind (2005) study indicated significant and moderate gains in performance when students were able to use the reading pen.

It has been suggested that characteristics associated with SEND may block a student’s access to the content of the test (Thurlow, et al., 2009), with the result being that students are not able to show their knowledge and skills simply because the assessment itself has created a barrier to doing so (Thurlow, et al., 2010). This study indicates that reader pens can benefit students with EAL, SEND and low reading ages by providing them with a means to independently undertake exams. The students can take an exam in the same room as their peers by plugging in the headphones. Furthermore, the Exam Reader Pen can be used during public exams (GCSE’s) without any special access arrangements and can provide support to all EAL/SEND students. It is important that students are given time to familiarize themselves with the reader pen technology (Thurlow, et al., 2010).

The study took the form of a quantitative experimental methodology which compared the attainment of a control and test group; followed by a small qualitative questionnaire which focused on student perceptions of the support provided by the reader pens. There was an initial small scale pilot study (16 students – year 9) followed by the larger study (46 students – year 11).

In the pilot study the groups were drawn from a population consisting of year 9 (KS4) computer science students who meet either the EAL, SEND or low reading age criteria. The identified 16 students were paired based on either their SEND status (K or statement), EAL status (fluent or emerging) or reading age (12 or below). From this paired population the students were randomly divided into two groups of 8: test group and control group.

In the larger study a test group of 23 students was drawn from the population of year 11 science students (all the students in year 11); every student in this population who met either the EAL, SEND or low reading age criteria was included in the test group. This was done to ensure that students (known to have EAL, SEND or low reading ages) taking their GCSE exams would not be unfairly disadvantaged by the study (i.e., denied access to a digital technology which it was believed would improve their assessment grades). Instead, the 23 test students were randomly matched with 23 students with a similar prior attainment and gender (without EAL, SEND or low reading ages) to make up the control group.

In the pilot study both the test and control groups underwent a series of three short (including a baseline) computer science assessments. The year 9 students in the test group had access to an Exam Reader pen, the students in the control group did not. Neither group had access to an exam reader during the baseline assessment.

In the larger study both groups again underwent a series of three science assessments (mock, mock 2 and actual exam). The students in the test group had access to an exam reader pen, the students in the control group did not. Again, neither group had access to an exam reader pen during the baseline test (mock 1). A qualitative questionnaire made up of Likert scale and open questions was used to collect the year 11 test group students’ perceptions about the reader pens following their actual GCSE exam.

There were a small number of complaints about the reader pens from students using them: “I struggled to use it”; “There were some parts where the pen didn’t make sense”; “It takes too long to read the words”; and “Good and can help but sometimes faulty”. It is important that students are given time to familiarise themselves with the reader pens.

The total cost of the project was £8000. All costs were covered by the Norwich Evidence Based Practice Fund. The majority of the funding was spent on the reader pens, C-Pen Exam Reader Class Pack (10 pens) £5400. The remaining funds went on staff delivery including supply cover for staff to undertake research work and Reader Pen training and to cover support / Reader Pen training from the Education Partnership and Schools Inclusion Manager.