1. School Self-Evaluation May 29 th 2012 Peer Tutoring Evaluation techniques Findings Collaborative data analysis has huge “potential payoff for organisation learning and ultimately for student learning” (Steele, J., L. & Parker Boudett, k. 2009:58)

2. Evaluation of Peer Tutoring Brief Context of Initiative. 1.Standardised Test D. Young Cloze Test 3 2.Pupil Questionnaire 3.Parent Questionnaire 4.Teacher Feedback ( written and oral) 5.Field Notes

3. Student. Chronological Age Pre Programme. Reading Age Pre Programme. Chronological Age Post Programme. Reading Age Post Programme. Increase or decrease in reading age. A11.28.811.49.20.5 B11.310.011.511.11.1 C12.49.712.610.71.0 D10.914.811.1>15.00.2 E11.79.611.99.50.1 F10.99.911.110.80.9 G10.511.410.711.50.1 H11.08.211.211.43.2 Fifth Class. In fifth class 79% of pupils improved their reading age. The average gain in reading age was 0.7 years.

4. The reduction in 7-5-8.5 and 9.5-10.5 intervals and the increase in 12.5-13.5 and 13.5-14.5 intervals are significant positive changes.

5. Has your child improved at reading as a result of peer tutoring? Yes : 83 % No: 17 % Is your child a more confident reader? Yes : 83 % No: 17 % Is your child more interested in books and reading at home? Yes : 66 % No: 34 % Is your child now more likely to visit the library? Yes : 48 % No: 52 % Have you noticed an improvement in use of oral language and vocabulary? Yes : 69 % No: 31 % Has peer tutoring been an enjoyable experience for your child? Yes : 76 % No: 24 % Do you think working with a partner has been a good way of learning for your child? Yes : 93 % No: 7 % Parent Questionnaire Parents No hard data, just opinion/observation

6. “ Tutors broadened their questioning skills ” “ As the weeks passed, I noticed marked improvements in reading fluency ” “ An excellent learning experience for all pupils ” “ All pupils were 100% involved in the learning process ” “ Peer tutoring engaged all pupils thoroughly and it provided me with an opportunity to praise, encourage and give positive feedback to pupils with whom there are usually discipline issues in class ” “ The increased volume of reading and learning of new sight words boosted the self esteem of tutees ” “ Pupils who regularly complained about getting homework actually spent a lot of time at home voluntarily designing games to help teach and test sight words. From this their creative and I. T. skills increased. ” “ I would love to try peer tutoring in other curricular areas particularly maths ”. Teacher Feedback. Written and from Field Notes.

7. Findings 1)Increased Reading Ages. Fifth Class 0.7 years. Sixth Class 1.3 years. 2)Improvement Fifth Class 79%. Sixth Class 91%. 3)Increase in confidence, self-esteem, engagement. 4)Sight vocabulary extended. Extension of oral language. 5)I.T. skills enhanced for some pupils. 6)Praise/positive feedback for challenging pupils. 7)Greater collaborative and social skills. 8)Pupils dislike of reading worksheets. 1.Do you like what you read in English class in school ? 6 th Class 60 % Yes 40% No 95% Yes 5% No 30% Yes 70% No 100% Yes 0% No 1.Do you like what you read in English class in school ? 5 th Class 56 % Yes 44% No 72% Yes 28% No 28% Yes 72% No 94% Yes 6% No Class reader NovelsWorksheets with reading Personal silent reading

8. Cycle Two More time for tutor training Better selection of books Book selection for weaker pupils– possibility of using running records Change of partners Different standardised test so as to be able to compare to national norms. Improve information sharing with parents. Share test results