Applying assessment through teaching and instructional psychology: An alternative model of service delivery to raise attainment in primary schools

Abstract

Aim:This paper describes an alternative model of service delivery implemented by two Educational Psychologists (EPs) during an academic year in collaboration with an external psychological consultant. The alternative model aims to bridge the gap between theory and practice by drawing on instructional psychology and assessment-through-teaching (ATT), and its application within a whole school setting.Rationale:Prior to the study each school was allocated a limited amount of EP time, which tended to be used within the special educational needs (SEN) population. Selected schools were offered the option of a model of service delivery where the focus was on ATT, raising the attainments of all pupils, whilst at the same time meeting the needs of the lowest achieving pupils.Method:The EP time available to visit each school was amalgamated and replaced with 16 fortnightly, half-day workshops, where the key features of an ATT model were presented in order to meet a diverse range of needs in reading, spelling and maths on a whole class basis.Findings:School staff reported that their knowledge of research increased, teaching methodologies in schools were refined and children’s meta-cognitive skills improved. School data suggested whole class reading gains for both higher achievers and children perceived to have SEN. Implications from the research are considered with reference to the role of the EP in supporting schools in the implementation of instructional principles and ATT.