PALICE: Formative Observation and Reflection Assessment

• In Event: Creating Learning through Play Experiences for Children: Tools to Support Playful Pedagogy

Proposal

The PALICE Formative Observation and Reflection Assessment (FORA) is a formative tool supporting teacher self-assessment and self-reflection in the application of learning through play practices in their classroom. FORA is intended to help teachers who are interested in bringing playful pedagogy to their practice, creating experiences that reflect the Five Characteristics of Play: Joyful, Actively Engaging, Meaningful, Iterative and Socially Interactive for their students, supporting deeper learning.
The FORA tool is available in two formats, a digital mobile app and a paper form. Teachers are invited to set an intention and focus on a level of teacher facilitation (teacher-directed, guided play or free play), and a characteristic of play that they would like to practice during a given lesson. For each characteristic, as they deliver their lesson or Learning through Play activity, teachers are presented with a range of behavioral items that indicate a manifestation of a play experience for children. The form then asks teachers to mark the behaviors they already observe, and then mark those they would like to improve upon in future practice. Depending on what was observed and not observed in the classroom, the teacher is offered coaching tips that help them move their practice along the spectrum from Foundational to Extension levels for each characteristic and level of teacher facilitation.
The FORA tool was piloted through two rounds, in three countries: Bangladesh, Colombia and Uganda. In total, over 350 participating teachers recorded over 3,000 observations of FORA in Pilot 1, and a higher number is anticipated for the second pilot that is planned for September- October 2022. Initial findings from the piloting indicate that teachers responded positively to the availability of a formative tool that strengthens their Learning through Play practice. Teachers indicated that having the tools helped them gain additional insight into their practice and the experiences of children in their classrooms. The majority of teachers preferred the digital app to the paper form, with the few exceptions preferring the paper form due to challenges in access to smartphones needed to administer the app-based tool. A few other challenges were also noted, particularly around the management of time for the observation, and the time for noting reflections after the activity.
This presentation will provide an overview of the tool, and the results of the usability data analysis from the Digital FORA tool, as well as the user feedback from teachers in the three countries.

Authors

• Angela Pyle, OISE, University of Toronto

• Brian P Dooley, FHI 360

• Rafael Eduardo Contreras Gomez, FHI 360

• Carina Omoeva, FHI 360

• Jennifer Zosh, Penn State University, Brandywine