“Assessment is the most powerful influence upon learning and achievement in modern education” (Hattie, 2007, p.1). In response to the underperformance of Welsh pupils in the 2015 PISA assessments, Professor Graham Donaldson was called upon to complete a review of education in Wales in order to promote a ‘successful future’ for all. The ‘Successful Futures’ document (2015) clearly depicts Donaldson’s desire to regenerate and renew the opportunities being afforded to the young people of Wales. In coherence with Hattie’s emphasis upon the importance of assessment displayed above, Donaldson places the need for a more comprehensive approach to assessment procedures at the heart of his review, establishing recommendations to target arrangements that were perceived to be ‘confusing and no longer fit for purpose’ (Donaldson, 2015, p.74). When reflecting upon his proposed ways forward, it is clear that Donaldson wishes to promote a child centred approach to assessment in order to equip pupils with skills to identify the qualities of effective learning, whilst also developing appropriate next steps for both themselves and others. With Donaldson’s propositions in mind, it is understandable that the importance of implementing Assessment for Learning Strategies (AfL) are heavily discussed within the review. In light of completing research into AfL as discussed below, the prominence of pupil led feedback in contemporary academic enquiry was clear. However, in spite of the plethora of research into AfL and various modes of feedback, it was also evident that limited research has been conducted regarding the impact of peer feedback upon progress in reading. When further reflecting on the emphasis being placed upon reading in the chosen context and its School Development Plan (SDP), in addition to the role of the researcher as Assessment Coordinator, it was felt that an enquiry of such kind would not only enhance pupil learning but would also have an impact upon the professional development of the researcher. The purpose of this research, therefore, is to discern whether Donaldson’s desire to both increase pupil participation and further develop Assessment for Learning strategies, does in fact have an impact upon the academic progress and attitudes shown towards an aspect of daily teaching in a primary school setting. With all considerations in mind, the project proposed seeks to explore and investigate the following: Research Question: • What impact does peer feedback have upon pupil attainment and attitudes to reading in a Year 5 classroom? Research Objectives: • To explore the effect peer feedback has upon pupil attainment. • To explore what impact increasing opportunities for peer feedback has upon pupils. • To find out how peer feedback affects participant attitudes. • To explore ways to impact attitudes and attainment in reading in line with whole school development priorities. • To explore ways to impact upon the number of pupils engaging with reading resources. • To potentially discover a way to impact the negative trend of pupil scores in National Reading Tests in context. Prior to settling upon the above-mentioned details, research was completed in order to acquire a broad understanding of the themes chosen and to establish the context of the research being designed. Having considered the inclusion of AfL in Donaldson’s ‘Successful Futures’ (2015), it seems appropriate to commence this review with a discussion of the possible reasons for such emphasis. When reflecting upon the research completed by Bloom (1984) which rotated upon the implementation of two whole class interventions which were based upon an extensive use of AfL strategies, analysis depicted that such approaches to assessment had a large positive impact on pupil attainment. When also considering the review completed by William and Black (1998) which discussed the impact of improved formative assessment procedures upon final assessment scores, it was discovered that the use of AfL strategies enhanced learning by improving both attitudes and attainment in their focus area. In addition, Stiggins (2002) argues that AfL is in fact the ‘crucial distinction’ between assessment protocols which detail the status of knowledge rather than promoting the acquisition of greater understanding. Stiggins’ (2002) study discovered a large improvement, almost double, in the scores of all ability grouping as a result of engagement with AfL opportunities within the classroom. Hattie (2011) also amplifies the importance of the role of feedback in his renowned discussion of AfL when ranking feedback and pupil interaction within such processes as 10th out of a possible 150 factors that significantly improve learner outcomes and attitudes. Furthermore, the prevalent work of Dweck (2012) upon mindsets promotes the use of AfL strategies as a means to encourage pupils to reach their full potential by taking risks in their learning without being held back by a fear of failure. When considering the variety of research which resulted in pupil improvement due to AfL intervention discussed above, it seems clear that Donaldson’s desire to emphasise the importance of such strategies is well situated in academic research. When further reflecting upon ‘Successful Futures’ (2015), it is also clear that Donaldson aspires to raise the profile of collaborative and ‘life-long’ learning. When considering the work of Watkins et al (2007), it is evident that the importance of ‘learner-driven’ classroom experiences are heralded as best practise. Within this instance, Watkins et al (2007) imply that ‘interdependence’ between pupils is essential when encouraging them to reach their potential. Like Donaldson (2015), Hattie and Yates (2014) denigrate the use of ‘recitation learning’ in contemporary classrooms, suggesting that pupil passivity ultimately affects the attainment of life long skills. They also state that pupil interaction when completing assessment activities is essential as, without this level of engagement, pupils are merely trained recite curriculum content deemed necessary to achieve against given assessments. When also considering the connection made by Donaldson (2015) between assessment and pupil participation, it is evident that the importance of this relationship is already promoted by other educational systems around the world. When analysing the established curriculum in Finland (2014), it is clear that all modes of assessment are forged around project-based learning which aim to capture the strengths of every pupil. AfL strategies are used throughout the curriculum documentation within this instance with a specific aim to promote pupil interaction and to enhance self-efficacy. When reflecting upon the education system in New Zealand (2007), it is clear that pupils adopt the position of leaders in their learning. Within this instance, assessment is a mixture of both didactic and pupil led AfL activities which are formed in collaboration with pupils in order to ensure high levels of engagement. It is evident therefore, that the ideas and beliefs relating to the need for collaboration of assessment and pupil empowerment displayed in Donaldson’s ‘Successful Futures’ (2015) are not only important in the remit of the developing Welsh Curriculum, but also in the constructs of curriculums on a much larger scale. Having reflected upon the importance of AfL and pupil participation, it seems of utmost importance to also reflect upon the current emphasis that has been placed upon the role of the AfL strategy of focus in this study, peer feedback, and its discussion in academic literature. When reflecting upon such modes of assessment, Demirbilek (2015) suggests that the pervasiveness of social media sites has resulted in an expectation for peer review in all aspects of social communication. As a result of this, Demirbilek (2015) argues that teachers should harness the opportunities for such critique in the context of contemporary classrooms in order to develop pupil independence and self-esteem. Upon this matter Orsmond et al (2011) also suggests that encouraging peer to peer interaction is essential to moving feedback forward when arguing that the most valuable feedback processes ‘encourage pupils to co-construct clear guidance on how to improve the learning of themselves and their peers’ (Orsmond, 2011, p.247). In addition to the literature featured above, it is clear that the impact of peer feedback upon pupil attainment in writing has become a popular theme in contemporary research. Upon this matter, Huisman et al (2018) carried out a study to ascertain the impact of peer feedback upon academic progress in writing, through which it was discovered that completing the process of providing and receiving feedback from peers rather than professors ‘resulted in a vast improvement in overall writing performance’ (Huisman et al, 20018, p.1). Shibani (2018) also discovered that the need for a balanced feedback framework built upon both peer interaction and teacher interaction were most effective as they were deemed complimentary of each other. Given the plethora of research discussed above, it is clear that the proposed project is well situated as a topic of ongoing debate in education and could contribute to the body of knowledge that already exists in this field. Having been influenced by the above literature and research therefore, the chosen intervention within this project consists of the introduction of a peer assessment process, a TAG prompt system, in all aspects of classroom reading activities. Upon this matter, great consideration has been paid to the design of the TAG prompt system, the ways in which the intervention will be implemented and the formal timetabling of the intervention which can be located in the appendices of this paper (Appendix B). Having established the aims of and context within which the research being discussed has been framed therefore, it seems apt to next reflect upon the rationale behind the chosen research design. After considering a variety of possible approaches that could be used to carry out a research study of this kind, an Action Research approach was deemed to be most effective. Prior to this decision however, both the benefits and possible downfalls of such an approach were considered in full in order to ensure an informed view was attained. When commenting upon the benefits of Action Research, Baumfield et al. (2013) suggest it is key in identifying behavioural and academic progress by placing pupils at the very heart of the research process. In addition, Ferrance (2000) aligns herself with this when suggesting that researching alongside students in an Action Research setting promotes a ‘a willingness to engage with the process of change’ (Ferrance, 2000, p.14). Little (1981) also implies that Action Research processes encourage a sense of collegiality in academic environments as practitioner research of this kind results in a sense of unity in wanting to positively impact pupils In spite of the evident benefits of the approach suggested above however, reasons against the use of Action Research also exist. When reflecting upon this type of research, Iliev (2010) comments upon the possibility of increased bias in the research process as a result of practitioners assimilating positive results in order to benefit their own practice or the practices of their school. When also considering the views of Grundy (1994), it is evident that the pressure placed upon practitioners to commit to ‘participate and cooperate in research has implicit risks for the accountability of principles within an establishment’ (Grundy, 1994, p.13). Grundy (1994) clearly raises concerns regarding Action Research processes as a means to simply enforce internal reform upon staff. In addition, Hogan (1980) also comments upon the possible negative implications that could arise and result in ‘distrust of teachers or colleagues, and a general lowering of school morale’ (Hogan, 1980, p.154) which could in turn have a detrimental effect on the school and the researcher as a whole. Having considered both positive and problematic aspects of Action Research, it was felt that its typical placement within educational settings and its evident alignment with a reflective process seemed most appropriate to the research being designed in this instance. Having started to consider the methodological stance within the research study, it seemed of utmost importance to research a variety of data collection methods. When considering the specific methods to be used within the project, a mixed methods approach was deemed to be most suitable with the core aspects of data collection being formative and summative recorded structured interviews, formative and summative questionnaires which rotate around a Likert Scale system and document scrutiny. Prior to discussing each of the chosen data collection methods however, it is essential to pay consideration to the use of a multiple paradigm approach in the form of mixed methods. When reflecting upon the positive aspects of a mixed methods approach, Denzin (1970) suggests that using a range of methods is the only means by which a detailed understanding of research findings can be emitted, arguing that both quantitative and qualitative data positively impacts upon the validity of information gleaned by the research process. Chen (1997) also argues that making use of a variety of methods is in fact the only way to balance both the strengths and weaknesses of conducting research. Moreover, Denzin (1970) comments upon the importance of ensuring that ‘Triangulation’ of both methods and the type of data being collected is achieved when designing a research project. He argues that a mixed method approach affords researchers with an opportunity to increase the validity of their results and gain greater confidence in what they have discovered. Denzin (1970) further suggests that developing a mixed methods approach encourages researchers to enrich their modes of data collection and break through the strictures of choosing only one mode of research. In direct contrast to the positive attributes associated with Mixed Methods however, Driscoll et al (2007) imply that the level of cost and amount of time that would be necessary to complete extensive analysis of such methods would in fact diminish any possible benefits. In addition, Saunders et al (2003) imply that in spite of the fact that ‘triangulation’ of data is said to improve the validity of results, the very combination of qualitative and quantitative information could undermine the findings of a study as qualitative findings are based upon personal observation or beliefs. and could ultimately be impacted upon by either researcher or participant bias. Having considered the opposing views surrounding mixed methods therefore, it is evident that this approach to research design justifiably has both reasons for and against its use. In spite of the negative connotations discussed above however, it was felt that the diversity of an approach such as this would best suit the scope of the research being carried out and its aims to ascertain information regarding both pupil progress and attitudes to learning in a given subject. As a result of mixing a variety of methods therefore, it is hoped that increased validity will in fact be granted to the findings of the research. Having considered the core approaches chosen for the research project, it seems apt to now explore the selected methods of data collection and discuss the tools designed for the purpose of this study. When reflecting upon the use of questionnaires as a mode of data collection, Burton et al (2005) make use of such methods, arguing that it is an easily accessible approach which can result in the acquisition of a vast amount of information in a very limited amount of time. They further imply that the data acquired through the use of questionnaires is also appealing because of its diverse nature and its benefit of statistical analysis which lends itself to increased generalisability. On the contrary, however, Corbetta (2003) suggest that the impact of researcher bias is too great for an effective questionnaire to be designed and exaggerates the requirement for detailed knowledge and skill of research approaches to be held by the those who wish to make use of this method. When also considering the possible benefits and issues that could arise as a result of using the Likert Scale to collect quantitative data, Likert (1932) understandably heralds his creation and argues that it encourages a balanced perspective by acknowledging the possibility for both positivity and negativity. As a result of developing a scale system which consists of 5 response points, Likert (1932) further states that participants are afforded with an opportunity to remain ‘neutral’ if desired and are therefore not placed under any form of stress in the name of research conformity. Jamieson (2004) adds further credence to Likert’s perspective when commenting that this type of scale is best equipped for ascertaining effective quantitative data as its assigned ordinal values encourage effective collection of a range of responses in a versatile and efficient manner. In direct contrast to the positive perspectives shared above, however, Johns (2010) criticises the effectiveness of the Likert scale when suggesting that affording participants with an opportunity to remain ‘neutral’ does in fact ‘promote opportunities to be ambiguous, ambivalent and indifferent’ (Johns, 2010, p.12). The concept of manipulating responses in order to maintain a sense of social acceptability by not conforming to either indication is further supported by the works of Schumer and Presser (1996) in which participants manipulated their answers in order to be disassociated form negativity. In spite of the clear contrast in views depicted above, it was believed that this approach to data collection would align itself with the expectations and needs of the research being carried out within this instance due to its ability to acquire a wide variety of information from participants. In addition, when further reflecting upon the age range being targeted and the school context that has been chosen, it became evident that participants would have had a variety of experiences in completing questionnaires as part of pre-established pupil voice activities. As a result of this therefore, it was felt that concerns surrounding participant understanding would be subsequently abated. After also paying close consideration to the literature surrounding the Likert Scale system it was felt that, despite the arguments made by Johns (2010) and Schumer et al (1996), the positive attributes that are associated with making use of a scale of this kind, such as its practicality, adaptability and the familiarity the pupils already have with such formats, would ultimately outweigh the negative implications that could arise as a result of its use. With this in mind, a questionnaire has been designed for the purpose of the proposed study (Appendix E) using the Likert Scale system to ascertain quantitative information relating to pupil attitudes to reading. When reflecting upon the design, it is evident that close consideration has been paid to the research completed above. The questions chosen have been formed around positive attitudinal statements in an attempt to ensure the presence of negative or even double negative vocabulary does not mislead or over complicate the simplicity of the questionnaire. In addition, in spite of the suggested limitations of using a ‘neutral’ marker, it was decided that making use of a 5-point Likert Scale System would allow for a non-committed response if needed and therefore ensures the wellbeing of the participants would be maintained throughout. It is important to highlight that the choice to repeat the same questionnaire for the purpose of both formative and summative assessment was made in order to minimise the possibility for ambiguity or misinterpretation. When reflecting upon the measurement process, each response will be given a score (Figure 1) and a final score will be recorded for each completed questionnaire. The ‘Neutral’ marker has been given the value of 0 in this instance in order to ensure that its use does not impact upon any committed responses that may be provided during the research process. In addition, having paid close attention to the concerns expressed by both Johns (2010) and Schumer et al (1996) it was also decided that the quantitative data ascertained by the Likert Scale questionnaire would be best supported by the introduction of a qualitative method in the form of recorded interviews. When considering the use of structured video interviews as a research method, Kajornboon (2005) clearly identifies many positive attributes of such an approach. From the outset, Kajornboon (2005) argues that conducting structured interviews is highly important when seeking detailed, first hand, valuable qualitative evidence. She further states that videoing discussions is essential to the success of qualitative results of this manner as it provides the researcher with the capacity to return to responses and allow researchers who are not involved in the research process to provide additional analysis if desired. When reflecting on the critique of such methods as provided by Mays (1995), however, it is evident that the impact of researcher bias once again comes in to play as she suggests that there is an aptitude in researchers for ‘leading participants’ in order to attain desired outcomes. Furthermore, Campbell et al (2013) question the trustworthiness of analysis systems that are usually employed to assess qualitative data of this kind, implying that the stability, accuracy and reproducibility of research data wholly relies upon a researcher’s choice of codes and the level of expertise that is possessed by the individual using them. In spite of the negative views expressed above, it was felt that the emphasis being placed upon pupil voice within the key question of this research ultimately aligned with the inclusion of recorded interviews. Having considered the chosen design of the interview process (Appendix F), it is clear that the literature above has been essential in developing an appropriate interview process. As great emphasis was placed upon time scale when critiquing this mode of assessment, the initial part of the interview grid design establishes the timetable to be followed and the amount of time to be spent with each of the candidate groups. The decision was also made that 2 pupils would be interviewed at a time as empirical evidence suggested that this was the chosen approach in the school’s pupil voice practices and thus would grant the process with an increased sense of familiarity. In addition, a small transcript was also designed to introduce each of the interviews to promote consistency. During this discussion, the introduction of a consent or withdrawal card system is also to be introduced, this was once again chosen in order for the wellbeing of participants to be maintained throughout. When reflecting upon the interview questions chosen, it is clear that the questions are the same as those used in the quantitative questionnaires – this approach was chosen as triangulation of results was desired and the qualitative information gleaned from the interviews would be used to give a greater sense of reliability to the qualitative findings. When also reflecting upon the measurement and analysis process relating to this method, a coding system of red for words with negative connotations, green for positive connotation and yellow with neutral connotations, will be introduced to highlight any emotion-based words that are said in the responses provided. This simple approach to coding the interview responses is hoped to minimise the extensive time normally taken to analyse such methods and to glean vocabulary that could be deemed indictive of attitudinal beliefs. Having also reflected upon comments made by Mays (1995) and Campbell et al., it seemed that the success of this chosen method would be greatly impacted upon by the size of the sample chosen for the study. For the purpose of this research therefore, great focus was spent upon sampling structure for the proposed research. (Figure 2). When locating literature based upon the benefits and possible downfalls of the final chosen method, document scrutiny, it was clear that a more limited variety of literature was available. Yin (2019) comments upon the exactness of such methods when suggesting that document scrutiny allows for the coverage of a broad set of information with limited effort. Merriam (1998) further implies that the stability granted by document scrutiny leaves for opportunity to re-visit and review as the presence of the researcher does not impact upon the information gleaned from the process in any way. Bowen (2017) also argues that the efficiency of the method, availability of the information being scrutinised and the cost effectiveness in addition to the lack of obtrusiveness and reactivity of such an approach is of great benefit within the research process. On the contrary, Bowen (2017) does also highlight the potential limitations of document scrutiny when he states that ‘insufficient detail, low retrievability and biased selectivity’ (Bowen, 2017, p.31) could undermine the potential success of this mode of research. However, Bowen (2017) surmises his arguments by acknowledging that the critique of document scrutiny shown within his own research is deemed to be ‘a limited list of mere potential flaws rather than major disadvantages’ (Bowen, 2017, p.32) and are ultimately outweighed by its otherwise high levels of efficiency. With the above research in mind, document scrutiny has been chosen as a core method of data collection in the proposed research design. It was felt that this method would be most effective at measuring pupil progress by allowing for the collation of a variety of performance data that would be collected through the completion of a Holborn Reading assessment, tracking of core and guided reading book stages recorded in pupil reading records and tracking National Test performance data All of the above forms of data, apart from the National Test Score, are mainly completed and tracked by participating pupils in the 3 months before and the 3 months during the research intervention. When reflecting upon the chosen design of this method (Appendix G) it is clear that a concise pupil database spreadsheet is deemed best suited for this aspect of the proposed research. This decision was made as a wide variety of information can be input for all participants with great ease and, when using the different analysis features afforded by Excel programs, the collated raw data can also be complimented with a visual representation. Within the design, consideration has also been paid to the type of information being collated and has been designed in line with the ethical and data protection guidelines further discussed in the UWTSD Ethics Form (Appendix A). As a result of the versatility and simplicity of the chosen design therefore, it is felt that the analysis of data collected will be a manageable task and will allow greater time for the completion of more in-depth analysis other methods that have been chosen for the purpose of this study. In addition to paying consideration to the approaches that have been chosen for the purpose of this research, it also seems important to reflect upon the reasons why participant observation has been disregarded within this instance. Bernard (1994) highlights the impact of ‘performativity’ in observations as he states that participants may alter their behaviour in fear of their actions being scrutinised. In addition, DeWalt et al (2002) discuss the impact of researcher bias when stating that researcher views may affect the level of objectivity and therefore reliability that can be granted to findings gleaned from an observation process. In spite of the evident alignment of observation with educational research therefore, it was determined that the negative connotations in terms of bias and unreliability associated with this method were vast enough to justify its omission. The impact of bias and reliability of the methods that have been chosen for this research paper were also considered in depth in the UWTSD Ethics Form (Appendix A). The notes depicted (Figure 3) provide a brief insight to some of the ethical considerations devised in relation to each of the chosen methods. Upon submission of the UWTSD Ethics Approval form (Appendix A), full approval was granted as the methodology for this research was considered to be ethically sound. In conclusion therefore, having paid close consideration to ethical guidelines, the complexities of research design and a variety of literature surrounding AfL and pupil led feedback, it is clear that the proposed study not only aligns itself with a contemporary aspect of educational research, but also with Donaldson’s (2015) recommendations for national reform. By carrying out this research project, it is believed that greater knowledge of the impact of child-led learning and pupil feedback could be discovered. When also reflecting on the decision to focus upon reading, it is evident that the proposed study could improve an underdeveloped avenue of educational research and lead to greater understanding of the need to enhance pupil participation in all aspects of classroom practise. In addition to the benefits discussed above, however, is the impact the study could have, not only in terms of the professional development of the researcher, but also on their desire to provide the best opportunities and experiences for the pupils within their care. It is hoped therefore that the above proposal is provided with the necessary approval and that the plans detailed within this paper will be allowed to commence in due course. Word Count: 4700 Reference List Baumfield, V., Hall, E. and Wall, K. (2013) Action Research in Education, London: Sage. Bernard, H. (1994) Research Methods in Anthropology: Qualitative and Quantitative Approach, Walnut Creek CA: AltaMira Press. Black, P., Wiliam, D. 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(2019) Alignment of Written Peer Feedback with Draft Problems and its Impact on Revision in Peer Assessment (ONLINE) Available at: https://doi.org/10.1080/02602938.2018.1499075. (Accessed 31 March 2019).   Appendices A. Ethics Form B. TAG System Handout C. Letter of introduction D. Parental Consent form E. Formative & summative questionnaire F. Formative & summative interview schedule G. Exemplar pupil database A. Ethics Form B. TAG System Handout C. Letter of Introduction D. Parental Consent Form E. Formative & Summative Questionnaire F. Formative & Summative Interview Schedule and Questions Interview Timetable The following schedule depicts how the interviews for the study would be carried out within the initial/ final week and the questions that would be asked/ answered as part of the interview process. Day of the Week: Reading Slot Time: Place of Interview: Interviewer: Group to be Interviewed: Monday 9am-9.30am Key Stage 2 Library Research Leader Ability Group 1 (2 pupils) Tuesday 9am-9.30am Key Stage 2 Library Research Leader Ability Group 2 (2 pupils) Wednesday 9am-9.30am Key Stage 2 Library Research Leader Ability Group 3 (2 pupils) Thursday 9am-9.30am Key Stage 2 Library Research Leader Ability Group 4 (2 pupils) Interview Introduction: Script The following script is to set the tone for the interview process and is to establish guidelines for the discussion. • Thank you for agreeing to be part of our research here at School G. • Our conversation will last about 20 minutes. • We are going to talk about books and a whole lot about how you feel about yourself as a reader. • Our conversation is confidential, and your answers will not be discussed with anybody else so please make sure that when you are answering the questions you are as truthful as you possibly can be. • All answers that you give will be valued – there are no right, or wrong answers so please make sure you say how you feel about something and not say what you think I want to hear. • I will be placing an i-Pad in the centre of the table to record our conversation, but our faces will not be part of the interview and the video will not be shared with other pupils. • If you take a look on the table, you each have 2 cards – one green and one red. If you hold the green card up it means you are happy to continue but if at any point you no longer wish to be part of the process you can do this by holding the red card up. You can do this at any time. • Can you now show me which card you wish to hold up before we start the interview? Pupil ...A… card colour (tick): Pupil ...B… card colour (tick): The questions below are to be posed to both pupils during the interview process. Each interview should have no more than 3 people attending which is including the interviewer. Notes are to be taken during the session and an iPad that is not connected to I-cloud services is to be used to record participant responses. Question 1: What do you think of reading? Response: Pupil …A… Response: Pupil …B… Question 2: Do you think reading is important? Why? Response: Pupil …A… Response: Pupil …B… Question 3: How do you feel about yourself as a reader? Response: Pupil …A… Response: Pupil …B… Question 4: How many times would you say you read each week? Response: Pupil …A… Response: Pupil …B… Question 5: How do you feel when you are reading? Response: Pupil …A… Response: Pupil …B… H. Document Scrutiny: Exemplar Pupil Database Pupil Database: Formative Data Pupil A Pupil B Pupil C Pupil D Reading Age: Holborn Assessment 8.4 Y4 National Test Score 82 Guided Reading Group Book Stage 10 Reading Book Stage: Oxford Reading Tree 10 Questionnaire score 12 APPLICATION FOR ETHICAL APPROVAL In order for research to result in benefit and minimise risk of harm, it must be conducted ethically. A researcher may not be covered by the University’s insurance if ethical approval has not been obtained prior to commencement. The University follows the OECD Frascati manual definition of research activity: “creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of man, culture and society, and the use of this stock of knowledge to devise new applications”. As such this covers activities undertaken by members of staff, postgraduate research students, and both taught postgraduate and undergraduate students working on dissertations/projects. The individual undertaking the research activity is known as the “principal researcher”. Ethical approval is not required for routine audits, performance reviews, quality assurance studies, testing within normal educational requirements, and literary or artistic criticism. Please read the notes for guidance before completing ALL sections of the form. This form must be completed and approved prior to undertaking any research activity. Please see Checklist for details of process for different categories of application. SECTION A: About You (Principal Researcher) Full Name: Grace Elizabeth Steele Tick all boxes which apply: Member of staff: ☐ Student: ☒ Honorary research fellow: ☐ Faculty/School/Centre: Education and Communities Campus: Swansea E-mail address: gsteele.152347@student.uwtsd.ac.uk Contact Telephone Number: 07580630991 For students: Student Number: 152347 Undergraduate ☐ Programme of Study: MA Educational Leadership Taught Postgraduate ☒ Director of Studies/Supervisor: Catherine Morgan Research ☐ SECTION B: Approval for Research Activity Has the research activity received approval in principle? (please check the Guidance Notes as to the appropriate approval process for different levels of research by different categories of individual) YES ☒ NO ☐ Date If Yes, please indicate source of approval (and date where known): Research Degrees Committee ☐ Faculty Research Committee ☐ Other (write in): Catherine Morgan ☒ Feb 2019 Approval in principle must be obtained from the relevant source prior to seeking ethical approval. SECTION C: External Ethical Guidance Materials Please list the core ethical guidance documents that have been referred to during the completion of this form (including any discipline-specific codes of research ethics, and also any specific ethical guidance relating to the proposed methodology). Please tick to confirm that your research proposal adheres to these codes and guidelines. BERA Ethical Guidelines (2011) ☒ UWSTD Research Ethics & Integrity Code of Practice (2017-2020) ☒ UWTSD Group Research Data Management Policy (2016) ☒ SECTION D: External Collaborative Research Activity Does the research activity involve collaborators outside of the University? YES ☐ NO ☒ If Yes, please provide the name of the external organisation and name and contact details for the main contact person: Institution Contact person name Contact person e-mail address Where research activity is carried out in collaboration with an external organisation Does this organisation have its own ethics approval system? YES ☐ NO ☐ If Yes, please attach a copy of any final approval (or interim approval) from the organisation SECTION E: Details of Research Activity Indicative title: The Philosophy and Practice of Social Research (ECGE7001P) Proposed start date: APRIL 2019 Proposed end date: JULY 2019 Purpose of research activity (including aims and objectives) Outline the purpose, aims and objectives of the research activity, including key research questions. Show briefly how existing research has informed the proposed activity and explain what the research activity will add and how it addresses an area of importance. (Maximum 300 words) How does my research address an area of importance? Graham Donaldson’s (2015) ‘Successful Futures’ document instigated the development of a New Curriculum for Wales as it established a platform for reformation of classroom pedagogy and core curriculum content. Within his ‘Successful Futures’ document, Donaldson (2015) discusses the importance of implementing Assessment for Learning Strategies such as modes of feedback whilst also emphasising the need for pupil involvement in all areas of learning. It is for this reason therefore that further research was undertaken into the field of peer assessment (see existing research list below) and the concept of exploring the impact of pupil led feedback was chosen as a research focus. Aims: • Having considered the current emphasis that is being placed upon the themes of AfL strategies and increased pupil participation, it seems appropriate to align my key concept with that of the wider world of research at a time of such great change in Welsh Education. The purpose of this research therefore is to discern whether the focus upon a combination of increasing the role of pupil voice and encouraging the further development of Assessment for Learning strategies does in fact have an impact upon the academic progress and attitudes shown towards an aspect of daily teaching (reading) in a primary school setting. Research Question: What impact does peer feedback have upon pupil attainment and attitudes to reading in a Year 5 classroom? Research Objectives: To explore the effect peer feedback has upon pupil attainment. To explore what impact increasing opportunities for peer feedback has upon pupils. To find out how peer feedback affects participant attitudes. To explore ways to impact attitudes and attainment in reading in line with whole school development priorities. To explore ways to impact upon the number of pupils engaging with reading resources. To potentially discover a way to impact the negative trend of pupil scores in National Reading Tests in context. What existing research have I drawn upon? • Graham Donaldson’s ‘Successful Futures’ (2015) – promotes the importance of pupil input in order to develop an enriched and personalised curriculum. Donaldson discusses the value of child led learning opportunities and argues that assessment arrangements ‘should encourage children and young people to take responsibility for and become active participants in all aspects of their own learning’ (pg. 67). In addition, Donaldson also highlights the role of Assessment for Learning strategies and its importance in the development of a New Curriculum for Wales. • OECD (2014) ‘Improving Schools in Wales: An OECD Perspective OECD Paris report’, also indicates that Wales needs to review its approach to assessment procedures, in line with the plethora of positive research that has been completed into AfL, strategies in order to improve standards across the board. • AfL still holds a prominent position in the context of worldwide educational research: a) H Dixon, E Hawe - Teacher Learning with Classroom Assessment, (2018) b) WS Leong, H Ismail, JS Costa, HB Tan - Studies in Educational Evaluation, (2018) c) M Heritage, C Wylie - ZDM, (2018) • In addition, secondary establishments have started to acknowledge the importance of AfL and have started to raise its profile in the hopes it will be extended to secondary education contexts - Michael Mogessie Ashenafi (2017) and also Therese N. Hopfenbeck (2018) ‘The Assessment -for -learning (AfL) movement in primary and secondary education: Lessons for higher education education. • Hattie & Yates (2013) – comment upon the importance of visible Afl strategies and imply that modes of feedback are of utmost importance in the development of lifelong learning. • Patricia Cartney (2010)– states that peer assessment is a vehicle for closing the gap between feedback given and feedback used in the classroom and argues that pupil involvement in assessment procedures is key to academic success. • Wass et al. (2001) highlighted that ‘assessment drives learning’ and further implies that ‘Pupil led assessment is the most appropriate engine on which to harness and inspire a curriculum’(pg. 945). • Muhammet Demirbilek (2015) & Nicholas et al (2015) comment upon the role of online discourse in education and the impact of a digital generation in which the culture of seeking peer to peer approval is essential to feeling a sense of success. • Grace Hui Chin Lin (2009) and Huisman et al (2018) also provide examples of how positive research has been completed into the impact of peer to peer feedback in other areas, mainly writing. Jette Hansen Edward (2018) also has a very recent publication which highlights the importance of Peer Response in Second Language Writing Classrooms. In spite of the plethora of research into AfL and that of the various modes of feedback, there has been limited research completed upon the impact of peer feedback upon progress in reading. This is why I would like to focus upon reading within my research design. Proposed methods Provide a brief summary of all the methods that may be used in the research activity, making it clear what specific techniques may be used. If methods other than those listed in this section are deemed appropriate later, additional ethical approval for those methods will be needed. (Maximum 600 words) Modes of consent: • Full consent from the Head Teacher has been sought prior to entering the stage for ethical approval • Full consent will be sought from the Governing Body upon ethical approval. • Formal consent will be acquired from parents in writing upon attendance of a compulsory meeting in which all aspects of the research project will be presented and discussed. • Pupils will provide verbal assent having attended the above-mentioned compulsory meeting. During this time, pupils and parents will be told that participants are able to withdraw from the research process at any given time without negative repercussion. It will also be stated that pupil participation will not result in any form of reward. Prior to commencing the study • Prior to commencing the study, a questionnaire will be designed to assess participant attitudes to reading and the extent to which they complete reading activities. • The above questions will also be used when participants attend an informal video interview session in which they will be asked about their opinion of reading in the school and about their attitudes to reading as a whole. • Participant database grids will be established in which the data collected throughout the process can be digitally logged – all information will be collated using participant pseudonyms e.g. ‘Pupil A’. • Study: Month 1 • All participants are to complete a scale style formative questionnaire. Data to be gleaned and placed on the tracking system. • All participants are to participate in a formative video interview. Interview videos to be listened to and analysed using a coding system. • The completion of a Holborn Reading assessment, tracking of core and guided reading book stages recorded in pupil reading records and tracking National Test performance data will be gathered from activities completed in the Spring Term prior to the intervention stage. • Time to be allocated to the analysis of baseline information from questionnaires and interviews within this month. Study: Month 2 • Changes to AfL activities will be made in this period in order to promote more opportunities for peer to peer feedback within the classroom in the context of reading. The ‘TAG system’ will be introduced in all reading areas with peer to peer driven activities will be established in reading slot time, direct reading area time and when completing reading activities. • Teacher input will be maintained at a normal level at this time in order to ensure that all pupils are receiving an acceptable level of teacher input in addition to their enhanced peer marking opportunities. Study: Month 3 • All participants are to complete a scale style summative questionnaire. Data to be gleaned and placed on the tracking system. • All participants are to participate in a summative video interview. Interview videos to be listened to and analysed using a coding system. • The completion of a summative Holborn Reading assessment, tracking of core and guided reading book stages recorded in pupil reading records and tracking National Test performance data will be gathered after the intervention stage. • Time to be allocated to the analysis of baseline information from questionnaires and interviews within this month. Sampling: • Pupils from a familiar context will be chosen. • 8 pupils will be chosen – 4 girls and 4 boys. • 2 pupils will represent each of the 4 ability groups within the class. • Out of the 8 pupils chosen, there will be an equal demographic for Free School Meals pupils and Non- Free School Meals pupils. Summary: Mixed Methods Approach • Formative pupil questionnaire: quantitative • Formative Video interview: qualitative • Collation of data using Participant Database Grids: quantitative • Summative Interview: qualitative • Summative pupil questionnaire: quantitative Modes of Analysis: • As is evident from my above summary, my chosen methods would develop both qualitative and quantitative information. • Quantitative responses provided by both the questionnaires and the assessment of work completed will be collated using the Pupil Database Grids and will be collated in such a way in order to identify patterns and trends across participant data. • Qualitative information gleaned from the video interview process will be coded and key words or phrase relating to emotions will be extracted and monitored. Modes of Feedback: • Verbal feedback will be provided to pupil participants during the research process and the findings of the study will also be discussed with participating children at the end of the study. • After full anonymisation of participating pupils has occurred, all conclusions informed by the completed research will be shared with the Headteacher of the school. The parents of participants will also be provided with the opportunity to discuss the overall findings of the study once it has concluded in a final meeting which will be held at the end of the research process. Location of research activity Identify all locations where research activity will take place. All aspects of the proposed research will take place in a local Primary School in the Swansea area from which full authorisation has been granted by the head teacher. The focus participants selected for the research process will be chosen from familiar setting and the research process will commence upon full approval form the UWTSD ethics board. Research activity outside of the UK If research activity will take place overseas, you are responsible for ensuring that local ethical considerations are complied with and that the relevant permissions are sought. Specify any local guidelines (e.g. from local professional associations/learned societies/universities) that exist and whether these involve any ethical stipulations beyond those usual in the UK (provide details of any licenses or permissions required). Also specify whether there are any specific ethical issues raised by the local context in which the research activity is taking place, for example, particular cultural sensitivities or vulnerabilities of participants. Not applicable. SECTION F: Scope of Research Activity Will the research activity include: YES NO Use of a questionnaire or similar research instrument? ☒ ☐ Use of interviews? ☒ ☐ Use of diaries? ☐ ☒ Participant observation with their knowledge? ☐ ☒ Participant observation without their knowledge? ☐ ☒ Use of video or audio recording? ☒ ☐ Access to personal or confidential information without the participants’ specific consent? ☐ ☒ Administration of any questions, test stimuli, presentation that may be experienced as physically, mentally or emotionally harmful / offensive? ☐ ☒ Performance of any acts which may cause embarrassment or affect self-esteem? ☐ ☒ Investigation of participants involved in illegal activities? ☐ ☒ Use of procedures that involve deception? ☐ ☒ Administration of any substance, agent or placebo? ☐ ☒ Working with live vertebrate animals? ☐ ☒ Other primary data collection methods, please explain in this box Document Scrutiny: collection of a variety of performance data that would be collected through the completion of a Holborn Reading assessment, tracking of core and guided reading book stages recorded in pupil reading records and tracking National Test performance data. ☒ ☐ If NO to every question, then the research activity is (ethically) low risk and may be exempt from some of the following sections (please refer to Guidance Notes). If YES to any question, then no research activity should be undertaken until full ethical approval has been obtained. SECTION G: Intended Participants Who are the intended participants: YES NO Students or staff at the University? ☐ ☒ Adults (over the age of 18 and competent to give consent)? ☐ ☒ Vulnerable adults? ☐ ☒ Children under 18? ☒ ☐ Prisoners? ☐ ☒ Young offenders? ☐ ☒ Those who could be considered to have a particularly dependent relationship with the investigator or a gatekeeper? ☐ ☒ People engaged in illegal activities? ☐ ☒ Others (please identify): ☐ ☒ Participant numbers and source Provide an estimate of the expected number of participants. How will you identify participants and how will they be recruited? A group of 8 primary school age children will be selected to form a focus group of research participants. Within the group of eight participants, there will be an equal ratio of boys and girls (this is representative of the class which consist of a 50/50 split of boys and girls) and each of the 4 ability groups within the class will be represented by 2 participants. The 8 participants will be recruited through a whole class discussion of the research process and a show of interest which would be a key indication of their assent. Pupils selected will then receive further information about the research process and their parents will be contacted to discuss the process and in order to gather consent. All participants will be afforded the opportunity to opt out throughout the research process. Information for participants: YES NO N/A Will you describe the main research procedures to participants in advance, so that they are informed about what to expect? ☒ ☐ ☐ Will you tell participants that their participation is voluntary? ☒ ☐ ☐ Will you obtain written consent for participation? ☒ ☐ ☐ Will you explain to participants that refusal to participate in the research will not affect their treatment or education (if relevant)? ☒ ☐ ☐ If the research is observational, will you ask participants for their consent to being observed? ☐ ☐ ☒ Will you tell participants that they may withdraw from the research at any time and for any reason? ☒ ☐ ☐ With questionnaires, will you give participants the option of omitting questions they do not want to answer? ☒ ☐ ☐ Will you tell participants that their data will be treated with full confidentiality and that, if published, it will not be identifiable as theirs? ☒ ☐ ☐ Will you debrief participants at the end of their participation, in a way appropriate to the type of research undertaken? ☒ ☐ ☐ If NO to any of above questions, please give an explanation Information for participants: YES NO N/A Will participants be paid? ☐ ☒ ☐ Is specialist electrical or other equipment to be used with participants? ☐ ☒ ☐ Are there any financial or other interests to the investigator or University arising from this study? ☐ ☒ ☐ Will the research activity involve deliberately misleading participants in any way, or the partial or full concealment of the specific study aims? ☐ ☒ ☐ If YES to any question, please provide full details SECTION H: Anticipated Risks Outline any anticipated risks that may adversely affect any of the participants, the researchers and/or the University, and the steps that will be taken to address them. If you have completed a full risk assessment (for example as required by a laboratory, or external research collaborator) you may append that to this form. Full risk assessment completed and appended? Yes ☐ No ☒ Risks to participants For example: emotional distress, financial disclosure, physical harm, transfer of personal data, sensitive organisational information • When reflecting upon my research design, it is clear that I have made a concerted effort to ensure that participant wellbeing is at the forefront of considerations already made and continuing to be made during the data collection period. I have taken the necessary steps to ensure that participant progress is not impacted upon in any way as a result of taking part in this project. I have also striven to minimise the risk of participants feeling anxious within the process and will guarantee that all pupils have an awareness of both the expectations of the study and the procedures to withdraw from the process at any time. • The school’s anonymity and confidentiality will be maintained throughout through the use of a pseudonym. Any discussion surrounding the school will be treated with utmost care and all documents which contain the real name of the school will be edited appropriately. When discussing the findings of my research all participants will be anonymised through the introduction of terms such as ‘Pupil C’ and ‘Pupil D’ in order to ensure that they are unable to be identified at any time. • The feeling of coercion would also be minimised in class through the introduction of colour coded pupil voice cards. Each participant will be provided with a green tick card and a red cross card to show their willingness to continue with the process or their desire to withdraw at any given time. If a participant finds any aspect of the research to be distressing and shows the red card, the activity will be stopped. Additional care will also be taken when acquiring the sample for the research process, pupils will be made aware that not being part of the research process will not result in any negative repercussions in the same way that being chosen for the process doesn’t result in a reward of any kind. The language that will be used when asking pupils for their assent to participate in the process will be carefully considered in order to minimise the possible impact that could occur as a result of undue influence. • Manual data acquired during the research process could be mislaid. However, actions to protect the safety of data both during and after the collation process will be established and adhered to minimise this risk. In addition, the manual copies of this information will be scanned into a digital format and stored in a secure file in order for the paper copies to be shredded and appropriately disposed of. Participants will not be at risk of losing out on mainstream teaching or timetabled play times throughout the day. All research questionnaires and interviews will take place during the timetabled reading slot in which the pupils complete a variety of activities on a daily basis. This should also mean that other members of the class will not be impacted upon as pupils participating in the research process will not be presented with a timetable that looks any different to a normal week. If research activity may include sensitive, embarrassing or upsetting topics (e.g. sexual activity, drug use) or issues likely to disclose information requiring further action (e.g. criminal activity), give details of the procedures to deal with these issues, including any support/advice (e.g. helpline numbers) to be offered to participants. Note that where applicable, consent procedures should make it clear that if something potentially or actually illegal is discovered in the course of a project, it may need to be disclosed to the proper authorities Not applicable. Risks to investigator For example: personal safety, physical harm, emotional distress, risk of accusation of harm/impropriety, conflict of interest • I do not believe that there would be any risk to my personal safety in terms of physical harm, emotional distress or a risk of accusation of harm or conflict of interest due to the careful considerations that have been paid to the proposed research and the very nature of the process. It could be suggested that a parent could be aggrieved if their child was not chosen for the research process and an accusation of favouritism towards those chosen could arise. However, in order to ensure this risk is minimized through the methods used to select the sample. It will be explained that pupils selected for the process (4 boys, 4 girls) will be chosen without any form of bias and that those who are not selected will be afforded similar opportunities in the future. • I have carefully considered own ethical beliefs and have ensured that my chosen approach to this research study do not challenge or threaten those beliefs in any way. As I am in charge of monitoring the progress of subjects throughout the school and make use of data to both support and challenge different aspects of school life, I feel that my chosen methods will be delivered effectively. • Due to the size of my participant sample, there is a risk that some of my participants may wish to withdraw from the process as a result of having the option to withdraw throughout the data collection period. This could have a detrimental impact upon the sufficiency of the collected data and could cause some minor concern regarding the overall success of the research and, in turn, the level of attainment with the module of study. University/institutional risks For example: adverse publicity, financial loss, data protection As I will strive to maintain my high levels of professionalism and high standards when conducting this research, I would not expect that there would be any adverse publicity, financial loss, data protection issues etc experienced by the university as a result of my research design or findings. The head teacher of my selected school has been provided with the information necessary to contact an appropriate faculty member if there is cause for concern. I do however feel that I have been thorough enough in my research design and ethical considerations in order to negate risk to the university. All considerations have taken the guidelines of the following documentation in to account: BERA Ethical Guidelines (2011), UWSTD Research Ethics & Integrity Code of Practice (2017-2020), UWTSD Group Research Data Management Policy (2016). Adverse outcomes List measures put in place to limit any adverse effects or outcomes of research activity where appropriate. Include any emergency protocols. • The raw data or video-based evidence that will be collected throughout the research process will be stored in a careful and secure way in order to ensure that the participants are both unable to be identified and are unable to be associated with the findings of the study. The data collected will be stored effectively in a secure file using a password protection system upon either a password protected iPad that is not connected to cloud storage (video interviews) or a secure laptop (all other data gleaned from the process). This level of security will be maintained until it is securely disposed of upon receipt of my results for the module. • All manual data collected during the process will be scanned so that they can be accessed in a digital format and will be saved with the same level of security as was previously mentioned above. The paper equivalents will then be destroyed using a shredder and will be disposed of carefully. • Participant anonymity and confidentiality will be maintained throughout the process through the replacement of names with terms such as ‘Pupil G’ and ‘Pupil H’ being used across all aspects of data collection and discussion of findings. Disclosure and Barring Service If the research activity involves children or vulnerable adults, a Disclosure and Barring Service (DBS) certificate must be obtained before any contact with such participants. YES NO N/A Has a DBS certificate been obtained? ☒ ☐ ☐ SECTION I: Feedback, Consent and Confidentiality Feedback What feedback will be provided to participants, how will this be done and when? Verbal feedback will be provided to pupil participants during the research process and the findings of the study will also be discussed with participating children at the end of the study. After full anonymisation of participating pupils has occurred, all conclusions informed by the completed research will be shared with the Headteacher of the school. The parents of participants will also be provided with the opportunity to discuss the overall findings of the study once it has concluded. Informed consent Describe the arrangements to inform potential participants, before providing consent, of what is involved in participating. Describe the arrangements for participants to provide full consent before data collection begins. If gaining consent in this way is inappropriate, explain how consent will be obtained and recorded. In order for me to be in the process of seeking ethical approval, I have ensured that full consent from the school headteacher has been sought and granted. Once my research proposal has been granted ethical approval from the board, I shall then meet with the governing body of the chosen school to discuss the approach to be completed and to present the ethical considerations that have been approved of in this document. In addition, a meeting will take place with both the parents and participants and formal consent will be acquired in writing in addition to verbal assent by the pupils themselves. Within this meeting, pupils will be made aware of the research in detail and with also be advised that, if desired, they may withdraw from the research process at any given time without a negative response of any kind. Written consent would be acquired through the completion of a parental consent form and pupil assent would be deemed essential in order for the form to be distributed to parents. All participants will be repeatedly made aware that they are able to withdraw at any point within the research and that them doing so would not result in a negative response of any kind. Participants will each be provided with a green tick card and a red cross card to show their willingness to continue with the process or their desire to withdraw at any given time. If a participant finds any aspect of the research to be distressing and shows the red card, the activity will be stopped and changed in a positive manner to a normal weekly task that is established in the class timetable. This approach would hopefully diminish any negative feelings the pupil may have and would allow the participant to withdraw from the process more easily. Confidentiality / Anonymity Set out how anonymity of participants and confidentiality will be ensured in any outputs. If anonymity is not being offered, explain why this is the case. Throughout the research process, it will be of utmost importance to ensure that the confidentiality and anonymity of participants and the school are maintained. In light of the suggested ethical guidelines documentation to be adhered to upon this matter, as denoted at the start of this document, the following details have been developed in order to show how this will be ensured: • School: The school’s anonymity and confidentiality will be maintained throughout through the use of a pseudonym. Any discussion surrounding the school will be treated with utmost care and all documents which contain the real name of the school will be edited appropriately. • Participants: When discussing the findings of my research all participants will be anonymised through the introduction of terms such as ‘Pupil C’ and ‘Pupil D’ in order to ensure that they are unable to be identifies at any time. • Methods: a) Questionnaires – Questionnaires will be completed on an individual basis within an independent environment. Completed questionnaires will be anonymised in order to ensure that fellow participants are unaware of the responses of their peers – the letter provided by the researcher at this stage will be the letter assigned to the participant for the purpose of the research process. Hard copies of the assessments will be shredded after the initial responses are scanned into a password protected file and are place on a password protected computer. All answers that are provided by pupils will be treated with confidentiality at all times and pupils will not be told the pseudonym they have been assigned within the process. b) Video Interview – The format of the video set up will ensure that pupils faces are not recorded during the interview and the names of pupils will be protected by discouraging participating pupils from using them in the interviewing process. Original video footage will be collected using an i-pad which will be password protected and placed in a locked cupboard. The i-pad will not be connected to cloud storage systems within this instance. Notes taken during the process will be typed onto a word document and directly saved onto a password protected file on a password protected laptop. The manual notes will then be shredded and disposed of and all reference to pupils in any given interview in note format will be done using the correct assigned letter in order to further ensure that pupil names are not present on any documentation associated with this project. c) Evidence (pupil work) based data tracking grids – pupil attainment grids will be developed and saved as a password protected document. Within these documents, all pupil data will be demarked with the correct pseudonym as opposed to using participant names in order to ensure that the information of each participant cannot be used to identify individuals. • Data: All aspects of stored data have also been considered in conjunction with the GDPR Data Protection Act (2018) and other ethical guidelines (BERA), as is discussed in section J of this document, in order to ensure that the appropriate protocols and policies are adhered when ensuring participant confidentiality and anonymity. SECTION J: Data Protection and Storage In completing this section refer to the University’s Research Data Management Policy and the extensive resources on the University’s Research Data Management web pages (http://uwtsd.ac.uk/library/research-data-management/). YES NO Does the research activity involve personal data (as defined by the Data Protection Act)? “personal data” means data which relate to a living individual who can be identified— (a) from those data, or (b) from those data and other information which is in the possession of, or is likely to come into the possession of, the data controller, and includes any expression of opinion about the individual and any indication of the intentions of the data controller or any other person in respect of the individual. ☐ ☒ If YES, provide a description of the data and explain why this data needs to be collected: (this box should expand as you type) Does it involve sensitive personal data (as defined by the Data Protection Act)? “Sensitive personal data” means personal data consisting of information as to – (a) the racial or ethnic origin of the data subject, (b) his political opinions, (c ) his religious beliefs or other beliefs of a similar nature, (d) whether he is a member of a trade union (within the meaning of the Trade Union and Labour Relations (Consolidation) Act 1992), (e) his physical or mental health or condition, (f) his sexual life, (g) the commission or alleged commission by him of any offence, or (h) any proceedings for any offence committed or alleged to have been committed by him, the disposal of such proceedings or the sentence of any court in such proceedings. ☐ ☒ If YES, provide a description of the data and explain why this data needs to be collected: (this box should expand as you type) Will the research activity involve storing personal data on one of the following: YES NO Manual files (i.e. in paper form)? ☒ ☐ University computers? ☐ ☒ Private company computers? ☐ ☒ Home or other personal computers? ☐ ☒ Laptop computers/ CDs/ Portable disk-drives/ memory sticks? ☒ ☐ “Cloud” storage or websites? ☐ ☒ Other – specify: ☐ ☒ For all stored data, explain the measures in place to ensure data confidentiality, including details of password protection, encryption and anonymisation: Throughout the research process, all participant details will be anonymised and replaced with pseudonyms in the form of letters of the alphabet. The identity of the school in which the research will be carried out will also be replaced in the same manner to ensure that confidentiality can be maintained throughout. All aspects of stored data have been considered in conjunction with the GDPR Data Protection Act (2018) and adhere to the appropriate protocols and policies. when considering the research methods being used, the following has been planned for: a) Questionnaire - The manual files will be scanned directly into a password protected file on a password protected laptop – this lap top will then be placed in a locked cabinet for further safety. The manual files will then be shredded and disposed of immediately. b) Video Interview – The video files will not include the faces of any participant and throughout the videoing process, children will be discouraged to use names in the interview process. Original video footage will be collected using an i-pad which will be password protected and placed in a locked cupboard. The i-pad will not be connected to cloud storage systems within this instance. Notes taken during the process will be typed onto a word document and directly saved onto a password protected file on a password protected laptop. The manual notes will then be shredded and disposed of. c) Evidence (pupil work) based data tracking grids – pupil attainment grids will be developed and saved as a password protected document in a protected file on a password protected laptop Will the research activity involve any of the following activities: YES NO Electronic transfer of data in any form? ☐ ☒ Sharing of data with others at the University? ☐ ☒ Sharing of data with other organisations? ☐ ☒ Export of data outside the European Union or importing of data from outside the UK? ☐ ☒ Use of personal addresses, postcodes, faxes, emails or telephone numbers? ☐ ☒ Publication of data that might allow identification of individuals? ☐ ☒ Use of data management system? ☐ ☒ Data archiving? ☒ ☐ If YES to any question, please provide full details, explaining how this will be conducted in accordance with the Data Protection Act (and/or any international equivalent): Data will be stored during the process and will be kept solely for the purpose of the research project and will not be discussed informally in any way. In coherence with the GDPR and its emphasis upon the minimisation of stored data, the information acquired will only be kept as long as it is necessary to do so. All data relating to the research will therefore be carefully managed throughout the research process in line with the guidelines established by the GDPR and will be destroyed upon receipt of the results for the university module. This in-depth approach to safeguarding the data will minimise the risk of any form of data breach occurring. List all who will have access to the data generated by the research activity: Throughout the process the only individuals who will have access to the data generated by the research activity will in fact be myself in the capacity of researcher and my university mentor, Catherine Morgan, in the capacity of providing any guidance she may deem necessary to support me with my university assignment. The core ethical guidance documents (see below) will be adhered to at all times throughout the research process and the data management process. • BERA Ethical Guidelines (2011) • UWSTD Research Ethics & Integrity Code of Practice (2017-2020) • UWTSD Group Research Data Management Policy (2016) Ethics and Educational Research (online resources) List who will have control of, and act as custodian(s) for, data generated by the research activity: Throughout the process the only individual who has control of the data generated by the research activity will in fact be myself in the capacity of researcher. The core ethical guidance documents (see below) will be adhered to at all times throughout the research and data management process. • BERA Ethical Guidelines (2011) • UWSTD Research Ethics & Integrity Code of Practice (2017-2020) UWTSD Group Research Data Management Policy (2016) Give details of data storage arrangements, including where data will be stored, how long for, and in what form. Will data be archived – if so how and if not why not. All raw data collected as part of my research will be stored carefully in a secure (code protected) file on a password protected computer. The raw data will be stored in this manner until the completion of my assignment at which point the data will be securely disposed of. The core ethical guidance documents (see below) will be adhered to at all times throughout the research and data management process. • BERA Ethical Guidelines (2011) • UWSTD Research Ethics & Integrity Code of Practice (2017-2020) UWTSD Group Research Data Management Policy (2016) SECTION K: Declaration The information which I have provided is correct and complete to the best of my knowledge. I have attempted to identify any risks and issues related to the research activity and acknowledge my obligations and the rights of the participants. In submitting this application I hereby confirm that I undertake to ensure that the above named research activity will meet the University’s Research Ethics and Integrity Code of Practice Signature of applicant: Date: 12.02.19 For students: Teacher / Senior Mentor / Headteacher: Catherine Morgan Signature: Date: Supervisor: Signature: Date: Checklist: Please complete the checklist below to ensure that you have completed the form according to the guidelines and attached any required documentation: ☒ I have read the guidance notes supplied before completing the form. ☒ I have completed ALL RELEVANT sections of the form in full. ☒ I confirm that the research activity has received approval in principle ☐ I have attached a copy of final/interim approval from external organisation (where appropriate) ☐ I have attached a full risk assessment (and have NOT completed Section H of this form) (where appropriate) ☒ I understand that it is my responsibility to ensure that the above named research activity will meet the University’s Research Ethics and Integrity Code of Practice. ☒ I understand that before commencing data collection all documents aimed at respondents (including information sheets, consent forms, questionnaires, interview schedules etc.) must be confirmed by the DoS/Supervisor, module tutor or Head of School. RESEARCH STUDENTS AND STAFF ONLY All communications relating to this application during its processing must be in writing and emailed to pgresearch@uwtsd.ac.uk , with the title ‘Ethical Approval’ followed by your name. You will be informed of the outcome of your claim by email; therefore it is important that you check your University and personal email accounts regularly. STUDENTS ON UNDERGRADUATE OR TAUGHT MASTERS PROGRAMMES should submit this form (and receive the outcome) via systems explained to you by the supervisor/module leader.