[Secondary] RE: [Advisory] Online Reporting in Schools
J Meades
meades@gmail.com
Wed, 6 Jan 2010 12:10:13 +0000
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Totally agree Ray.
There are many examples where the learner is central to the whole process.
Unfortunately, there are many more examples where that is not the case. The
introduction of learning platforms to the learning mix had such a potential
and where schools have invested in evolving teachers' pedagogy and use of a
learning platform, they have been successful. In such cases the key
characteristic has been that the learner is the principle stakeholder in th=
e
whole process.
Good use of a learning platform places the learner at the centre and
provides the learner with the tools necessary to learn. It removes the
teacher from the position of 'sole provider of knowledge' and engages the
teacher as a facillitator and supporter of learning. It extends access to
'formal' learning beyond the classroom and blurs the edges between 'formal'
learning and 'informal' learning (There's a whole new debate right there -
formal and informal learning!)
Of all the IT 'initiatives' during the last few years, this one is probably
the most important and influential in evolving learning. Previous
initiatives have all been leading to this point. For the first time there i=
s
a very real opportunity to actively engage parents in their child's learnin=
g
at secondary school level - for me that is exciting! However, with that
there will be the struggle for the position of principal stakeholder =E2=80=
=93 I
hope that the learner will win =E2=80=93 if so, education as we know it, wi=
ll change
dramatically. Is this the =E2=80=98tipping point=E2=80=99?
Jeremy
2010/1/6 Ray Tolley <rjt@maximise-ict.co.uk>
> Yes, Jeremy =E2=80=93 if online reporting doesn=E2=80=99t help the learn=
er (both directly
> and indirectly) what use is it!
>
>
>
> I hesitate to quote the following in case I=E2=80=99m accused of any form=
of
> commercial abuse. However, as a system that I have seen running for some
> years now and which students **DO** say is of benefit to them may I quote
> the following as one possible approach to on-line reporting:
>
>
>
> An extract from a conversation with Gwyn ap Harri of SmartAssess:
>
>
>
> *The pedagogy that smartassess follows is that it is the learner's
> assessment that is most valuable to the learner, then their peers, then
> their mentors.*
>
> * *
>
> *Trying to take your analogy, the shopper doesn't care what Tescos knows
> about them as long as they can buy what they want. It's a secondary
> consideration. Tescos tries to make sense of their customer's behaviour
> without being obtrusive.*
>
> * *
>
> *In education, unfortunately, the assessment of kids by teachers is the
> primary consideration and gears the whole system around it.*
>
> * *
>
> *realsmart (our learning suite) is completely real time, and is based on
> qualitative data, not quantitative. And it has to be as learning is much
> more complex than buying a bag of sprouts...*
>
> * *
>
> *So, the key for us is that the driving force is the learner, and we
> provide tools for mentors to assess from visual summaries to delving righ=
t
> into the heart of their learning.*
>
>
>
> I understand that one of RealSmart=E2=80=99s next moves is to extend this=
to
> parental access.
>
>
>
> But anyway, a few videos might illustrate the potential:
>
> http://www.smartassess.com/mediacentre/
>
>
>
> BW
>
>
>
> Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD
> ICT Education Consultant
> Maximise ICT Ltd
> P: http://raytolley.v2efolioworld.mnscu.edu/
>
> B: http://www.efoliointheuk.blogspot.com/
> W: http://www.maximise-ict.co.uk/eFolio-01.htm
> Winner of the IMS 'Leadership Regional Award 2009'
>
>
>
> *From:* secondary-admin@talk.naace.org [mailto:
> secondary-admin@talk.naace.org] *On Behalf Of *J Meades
>
> *Sent:* 06 January 2010 10:26
> *To:* advisory@talk.naace.org; secondary@talk.naace.org
> *Subject:* Re: [Secondary] RE: [Advisory] Online Reporting in Schools
>
>
>
>
>
> Hi everyone
>
> Ray's contribution:
>
> Before VLEs or Home Access, a parent would ask their child what they have
> done in school today, with the usual response, "Nothing much."
>
> When the VLE was launched, the child rushed home, switched on the compute=
r
> and said, "Come and see what I've done in school today!"
>
> Weeks later, when parental access had been introduced, the child came hom=
e
> to the exclamation from the parent, "Wow, congratulations! I've been
> looking
> on line at your work today, and I'm so proud of you!"
>
>
> This does it for me. The key questions are not about what online reportin=
g
> means but more about the purpose of online reporting, that is, the learne=
r
> progressing their learning.
>
> What online reporting actually looks like depends upon which stakeholder
> you identify as being the principal stakeholder. For me, without exceptio=
n,
> it has to be the learner - the needs of the bureaucracy surrounding the
> learner then need to be prioritorised based upon their level of support f=
or
> learning so next in line is the teacher and parent, everybody else are th=
en
> standing inline.
>
> Jeremy
>
>
>
>
>
>
> 2010/1/6 BL Mr K Buncle <BL@southbromsgrove.worcs.sch.uk>
>
> This is a very interesting strand.
>
> It is clear in my mind that data is only useful if it can help teachers t=
o
> move students learning forward. We do have several stakeholder audiences
> here. In many cases parents want to know what grade or level their child =
is
> either working towards at present or likely achieve, pupils need to know
> what they need to do to achieve the grades or levels. Teachers, Head of
> departments, Governors want to be assured that teaching and learning is o=
n
> track to meet the targets and OFSTED and Local Authorities have similar
> agendas. I hope that I am not doing anyone a dis-service here. Reportin=
g
> is complex and requires thought and planning to meet the various needs if
> you are to avoid constantly entering data in different formats. Very oft=
en
> the students requirements for feedback are masked by the demands of these
> stakeholders and yet they are the stakeholders that have the most to gain=
.
> Having a competent person in a senior position to oversee the many facets
> is something that schools have begun to appreciate over the past few year=
s.
> As with many schools:
> =EF=BF=BD We have had full electronic registration (including lesson by l=
esson).
> =EF=BF=BD We have had regular electronic reporting, although we still pri=
nt them
> out on paper and post them home.
> =EF=BF=BD A phased training of staff from using the hardware, software an=
d advice
> on how to write reports.
> =EF=BF=BD A rolling program of updating the technology.
> However we also have a dedicated data management team and in house
> technical support that has taken time to bring together. This is a huge
> investment.
> The investment is however wasted if the data collected is meaningless and
> unused. The data team spend time analysing the information and provide th=
e
> different stakeholders with meaningful feedback. If there is no impact i=
n
> the classroom that helps in moving students learning forward then one sho=
uld
> question the value of the process! We are currently looking at what real
> time reporting will look like in the future.
>
> The discussion here has moved on to look at this idea that parents will s=
ee
> what their child has done during a particular school day. Is this a real=
ity
> in a majority of schools in all subject areas and all phases? Could it b=
e a
> reality at Key stage 3 and 4?
>
> We have over 1000 computers accessed by 1300 students and i could not say
> that this was possible in more than a few subject areas, what is the mode=
l
> that we want for our students in the future.
>
> Keith Buncle
> Data Systems Leader
> South Bromsgrove Community High School
>
>
> ________________________________________
> From: secondary-admin@talk.naace.org [secondary-admin@talk.naace.org] On
> Behalf Of Ray Tolley [rjt@maximise-ict.co.uk]
>
> Sent: 05 January 2010 20:00
>
> To: advisory@talk.naace.org; secondary@talk.naace.org
> Subject: RE: [Secondary] RE: [Advisory] Online Reporting in Schools
>
> John, you bring to mind an anecdote:
>
> Before VLEs or Home Access, a parent would ask their child what they have
> done in school today, with the usual response, "Nothing much."
>
> When the VLE was launched, the child rushed home, switched on the compute=
r
> and said, "Come and see what I've done in school today!"
>
> Weeks later, when parental access had been introduced, the child came hom=
e
> to the exclamation from the parent, "Wow, congratulations! I've been
> looking
> on line at your work today, and I'm so proud of you!"
>
> That to me is a significant aspect of what on-line reporting is all about=
.
>
> Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD
> ICT Education Consultant
> Maximise ICT Ltd
> P: http://raytolley.v2efolioworld.mnscu.edu/
> B: http://www.efoliointheuk.blogspot.com/
> W: http://www.maximise-ict.co.uk/eFolio-01.htm
> Winner of the IMS 'Leadership Regional Award 2009'
>
> -----Original Message-----
> From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org=
]
> On Behalf Of John Wasteney
> Sent: 05 January 2010 17:42
> To: 'Ray Tolley'; advisory@talk.naace.org; secondary@talk.naace.org
> Subject: RE: [Secondary] RE: [Advisory] Online Reporting in Schools
>
> A very interesting series of posts on the topic of online real time
> reporting. Many of the schools I am working with are also engaging in the
> same debates as expressed over the last day or two here.
>
> I think that Ray and others are right when they talk about online reporti=
ng
> as being a new phenomenon. Most headteachers, teachers, education
> professionals initially tend to think of online-reporting as simply being=
a
> replacement/substitute for the traditional school report of old. Then of
> course the notion of real time enters the thinking and the recognition th=
at
> it is impossible to replace the traditional reflective and summative repo=
rt
> issued termly or annually as real time.
>
> The difficulty arises from the word 'report' as this is already well
> defined
> in the mindset. Once we eliminate the notion of we think it means and car=
ry
> out the activity that Ray suggest - talk to the parents about what they
> want
> we begin to get a very different picture of real time reporting. Albeit i=
n
> limited form the feedback I get from parents us not about APP, tracking o=
f
> progress, data related to performance and attainment scores. Yes this
> recognised as being useful perhaps a couple of times a year (at a parents
> evening and then 6 months later), but the information they want relates
> much
> more to
>
> What are my offspring doing in school today (topics, themes and activitie=
s)
> Are they actually having a school lunch (secondary)- do they eat their
> lunch
> (primary)
> Are they involved in extra curricular activities
> Homework tasks
> Timetables of activities when sons/daughters might need to take the extra
> things they need PE kit, cooking ingredients, etc
> An eye into the kind of work they are doing so when they ask what have yo=
u
> been doing in school today and they get the usual reply - "not a lot", th=
ey
> can look at some images/current scheme of work/peek at their offspring's
> e-portfolio to initiate a conversation.
>
> Many of these are generic things that do not need to be about what each
> individual has contributed. The year 4 class teacher who posts up a few
> digital images (usually taken by pupils) of the activities on the class
> blog
> is reporting to parents. Things like attendance and behaviour are pertine=
nt
> to some but not all parents and certainly many parents feel that existin=
g
> systems which text or email parents if a child is absent without
> notification are well established in many schools now.
>
> Most parents that I have spoken to (including those who are teachers) are
> not interested in the bar charts, histograms, line graphs and pie charts
> that demonstrate the points scores from each unit of work. Parents want t=
o
> know are offspring happy, engaged in learning, developing emotional and
> social confidence. If however a pupil does start to be noticeably
> under-performing, their are attitude changes, pupil suddenly becomes
> unhappy, disinterested etc that is when a proactive personal contact need=
s
> to be made by the school to the teacher.
>
> This leads me to my next area of concern - parents do know that learning =
is
> not linear and that many factors influence and shape the way an individua=
l
> learns, they have good days and bad days, good lessons and not so good
> lessons, yet currently we seem to be in a culture which is data focussed
> and
> teachers are pressurised to assess, track and monitor progress to the n't=
h
> degree. At each monitoring pupils must be seen to demonstrate progress.
> This
> has led to a huge dishonesty in the system particularly in secondary
> schools
> with significant numbers of teachers backwardly engineering the starting
> point assessment and using a loaded assessment dice to conjure up figures
> to
> keep Mr Ofsted happy.
>
> As stated in another post we do not fatten pigs by weighing them, but the
> current regime seems to be saying so you had better weigh them more often=
!
> I
> have done a lot of work with secondary schools on using APP - which can b=
e
> an excellent tool if used wisely. It promotes the idea that we should not
> atomise the learning outcomes into smaller chunks, that we should look at
> progress over a significant period of time, it recognises that individual=
s
> may be better at some aspects of a subject than others yet we can aggrega=
te
> a rounded attainment result yet having identified for us as teachers and
> shared with learners areas that need to be developed.
>
> regards,
>
> John
>
> John Wasteney
> Managing Director
> Strategic Education Consultancy Ltd
>
> Tel: 01455 290960
> Mob:07810 446176
>
>
>
> -----Original Message-----
> From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org=
]
> On Behalf Of Ray Tolley
> Sent: 05 January 2010 12:40
> To: advisory@talk.naace.org; secondary@talk.naace.org
> Subject: RE: [Secondary] RE: [Advisory] Online Reporting in Schools
>
> Crispin,
>
> For once I feel that I must disagree with you. Your bar-code illustratio=
n
> is excellent but the observation that you make, "Most schools have very
> little useful performance or competency data in their systems." is a
> dangerous argument to make. On-line and real-time reporting is a
> relatively
> new phenomenon. And yet there are fabulous systems out there for tracking
> pupils' progress and for that matter the feedback provided by teachers.
> Rather than judging the potential of a product by the takeup of a
> meandering
> majority, why not ask those schools which are focussed on exploring
> real-time availability of information, whether grades, smiley faces, ad h=
oc
> written comments or even, dare I suggest, e-Portfolios?
>
> Agreed, attendance figures are a somewhat mundane and easy to process dat=
a
> set, but at least, if parents are being encouraged to access that
> information it is a start and should be commended rather than criticised.
> Perhaps a little more support of local schools by intelligent parents,
> perhaps better communication from schools inviting parents to meet with
> staff in order to discuss the whole issue of real-time reporting might be=
a
> better approach?
>
> BW
>
> Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD
> ICT Education Consultant
> Maximise ICT Ltd
> P: http://raytolley.v2efolioworld.mnscu.edu/
> B: http://www.efoliointheuk.blogspot.com/
> W: http://www.maximise-ict.co.uk/eFolio-01.htm
> Winner of the IMS 'Leadership Regional Award 2009'
>
> -----Original Message-----
> From: secondary-admin@talk.naace.org [mailto:
> secondary-admin@talk.naace.org]
> On Behalf Of Crispin Weston
> Sent: 05 January 2010 09:49
> To: Colin@revell.org.uk; advisory@talk.naace.org; secondary@talk.naace.or=
g
> Subject: [Secondary] RE: [Advisory] Online Reporting in Schools
>
> It has always struck me that the real-time reporting agenda has a massive
> missing piece: where is the data that you are meant to be reporting on?
> I thought Chris Gerry (an innovative Head Teacher from Kent) made an
> excellent presentation at the NAACE autumn conference, pointing out that
> while Tesco analyses data on virtually every aspect of shoppers' purchasi=
ng
> preferences, schools are, in terms of business intelligence, still in a
> sort
> of Dickensian Dark Age of paper-based ledgers. Most schools have very
> little
> useful performance or competency data in their systems. There's a big
> emphasis on attendance, I suspect, because it is about the only useful
> real-time data that schools have.
> The feet of clay of any business intelligence system is data input - and
> manual input is never the answer. The revolution for the supermarkets lay
> in
> the bar-code reader. The revolution for schools will be when learning
> software (really useful and compelling in its own right) can report stude=
nt
> performance and competence straight into central systems, which must also
> of
> course be able to make sense of that data.
> I think that until this kind of interoperable data flow is sorted out, mo=
st
> of the energy in real time reporting programme will go on covering up the
> fact that schools will simply be unable to deliver what has been promised
> by
> the government.
> Crispin.
>
>
> > -----Original Message-----
> > From: advisory-admin@talk.naace.org [mailto:advisory-
> > admin@talk.naace.org] On Behalf Of Colin J Revell
> > Sent: 31 December 2009 18:05
> > To: advisory@talk.naace.org; secondary@talk.naace.org
> > Subject: [Advisory] Online Reporting in Schools
> >
> > Some thought for comment;
> >
> > Being as I am in the process of rolling out secure online access to
> > parents
> > I find it interesting that there is very little "official"
> > information about
> > this that I have come across. If you search online for real time
> > reporting
> > to parents or similar, you mainly get references to the letter that
> > Ed Balls
> > released at BETT in Jan 2008.
> >
> > Where is the official guidance of exactly what has to be done, by
> > whom and
> > by when - as far as I can see there is more rumour than substance
> > and I am
> > wandering, in my more cynical moments, how much of the momentum for
> > this
> > change is coming from the MIS providers?
> >
> > Colin
> >
> > -----Original Message-----
> > From: secondary-admin@talk.naace.org [mailto:secondary-
> > admin@talk.naace.org]
> > On Behalf Of Tony Parkin
> > Sent: 31 December 2009 14:22
> > To: advisory@talk.naace.org; secondary@talk.naace.org
> > Cc: Ray Tolley
> > Subject: RE: [Secondary] FW: [Advisory] Online Reporting in Primary
> > Schools
> >
> > Fergus
> >
> > ... and it may be worth a reminder to those schools exploring this
> > journey
> > of the 'expectations' in this area, as currently delineated on the
> > Becta
> > website.....?
> > Ray might even like to ask suppliers in his calls how their
> > offerings
> > measure up against these requirements?
> >
> > "What is online reporting?
> >
> > Online reporting involves using ICT to enable parents to receive and
> > access
> > information about their children's work, progress, attendance and
> > behaviour
> > when and where they want, using secure, online access.
> >
> > What do I have to do and when?
> >
> > Secondary schools are expected to make the following information
> > available
> > to parents through secure online access by September 2010:
> > * Attendance and behaviour (both positive and challenging)
> > * Progress and attainment
> > * Special needs
> > All primary schools are expected to achieve this by September 2012."
> >
> > It is worth noting that not all these aspects are addressed in some
> > of the
> > solutions being promoted to schools as ideal ways of meeting these
> > aspirations.
> >
> > Also perhaps that 'real-time reporting', though clearly invaluable
> > and
> > undoubtedly welcomed by parents, is NOT part of the specification?
> >
> > Tony
> > --------------------------------------------
> > Tony Parkin
> > Head of ICT Development
> > Specialist Schools & Academies Trust
> > 17th Floor, Millbank Tower
> > 21-24 Millbank
> > London SW1P 4QP
> >
> > Email:tony.parkin@ssatrust.org.uk <Email%3Atony.parkin@ssatrust.org.uk>
> > Tel: +44 20 7802 2306
> > Mob:+44 07739 436073
> > Skype: parkintony
> > MSN: a.c.parkin@hotmail.co.uk
> > --------------------------------------------
> > ________________________________________
> > From: secondary-admin@talk.naace.org [secondary-
> > admin@talk.naace.org] On
> > Behalf Of Ray Tolley [rjt@maximise-ict.co.uk]
> > Sent: 31 December 2009 12:41
> > To: advisory@talk.naace.org; secondary@talk.naace.org
> > Subject: [Secondary] FW: [Advisory] Online Reporting in Primary
> > Schools
> >
> > Hi, Fergus,
> >
> > I agree with Tony up to a point, but 'reports' are always about past
> > experience and possibly previous teaching and learning styles. I
> > did a
> > quick phone-round of some of the suppliers but unfortunately they
> > were all
> > on holiday.
> >
> > I have my own ideas on the benefits of on-line reporting and will
> > 'interrogate' leading known suppliers as to how they see on-line
> > reporting
> > moving in the near future. - I will report back shortly - probably
> > next
> > week.
> >
> > Meanwhile, I would suggest that there are three different aspects to
> > this
> > issue:
> >
> > 1. The appropriate access to real-time reporting of progress
> > through
> > activities completed using some form of assessment software like
> > 'SmartAssess';
> > 2. The reporting written by teachers, that can be reasonably up-to-
> > date,
> > such as provided by SERCO/CMIS/Facility;
> > 3. The formative and possibly informal reporting available through
> > a good
> > e-Portfolio system.
> >
> > I'm sure that there are several other competitive products - but
> > firstly it
> > will depend on your present VLE provider.
> >
> > PS: BETT will be a good source of advice even if coloured by some
> > degree of
> > 'sales pitch'.
> >
> > Best Wishes,
> >
> > Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD
> > ICT Education Consultant
> > Maximise ICT Ltd
> > P: http://raytolley.v2efolioworld.mnscu.edu/
> > B: http://www.efoliointheuk.blogspot.com/
> > W: http://www.maximise-ict.co.uk/eFolio-01.htm
> > Winner of the IMS 'Leadership Regional Award 2009'
> >
> > -----Original Message-----
> > From: advisory-admin@talk.naace.org [mailto:advisory-
> > admin@talk.naace.org]
> > On Behalf Of Fergus Reynolds
> > Sent: 31 December 2009 09:18
> > To: advisory@talk.naace.org
> > Subject: [Advisory] Online Reporting in Primary Schools
> >
> > Colleagues,
> >
> > Does anybody have any advice, hints or tips on developing online
> > reporting in Primary schools? I am interested in examples of good
> > practice and any suggestions colleagues may have to help avoid
> > pitfalls in getting going. I am also interested in any schools that
> > colleagues could recommend as examples of good practice in this area
> > -
> > especially in the North West of England. Any help, comments, etc
> > appreciated.
> > I am happy to receive responses offline if colleagues prefer that. I
> > would be happy to collate responses if anyone would be interested in
> > receiving that. Thanks in anticipation.
> >
> > Best wishes for a Happy new Year
> >
> > Fergus Reynolds
> > _______________________________________________
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Totally agree Ray. <br><br>There are many examples where the learner is cen=
tral to the whole process. <br><br>Unfortunately, there are many more examp=
les where that is not the case. The introduction of learning platforms to t=
he learning mix had such a potential and where schools have invested in evo=
lving teachers' pedagogy and use of a learning platform, they have been=
successful. In such cases the key characteristic has been that the learner=
is the principle stakeholder in the whole process.<br>
<br>Good use of a learning platform places the learner at the centre and pr=
ovides the learner with the tools necessary to learn. It removes the teache=
r from the position of 'sole provider of knowledge' and engages the=
teacher as a facillitator and supporter of learning. It extends access to =
'formal' learning beyond the classroom and blurs the edges between =
'formal' learning and 'informal' learning (There's a wh=
ole new debate right there - formal and informal learning!)<br>
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</style><font size=3D"2"><span style=3D"font-family: arial,helvetica,sans-s=
erif;">Of all the IT
'initiatives' during the last few years, this one is probably the m=
ost
important and influential in evolving learning. Previous initiatives have a=
ll been leading to this
point. For the first time there is a very real opportunity to actively enga=
ge
parents in their child's learning at secondary school level - for me th=
at is
exciting! However, with that there will be the struggle for the position of
principal stakeholder =E2=80=93 I hope that the learner will win =E2=80=93 =
if so, education as
we know it, will change dramatically. Is this the =E2=80=98tipping point=E2=
=80=99? </span></font><br><br>Jeremy<br><br><br><div class=3D"gmail_quote">=
2010/1/6 Ray Tolley <span dir=3D"ltr"><<a href=3D"mailto:rjt@maximise-ic=
t.co.uk">rjt@maximise-ict.co.uk</a>></span><br>
<blockquote class=3D"gmail_quote" style=3D"border-left: 1px solid rgb(204, =
204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">
<div link=3D"blue" vlink=3D"purple" lang=3D"EN-GB">
<div>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">Yes, Jeremy =E2=80=93 if online reporting doesn=E2=80=99t help the le=
arner (both
directly and indirectly) what use is it!</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=C2=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">I hesitate to quote the following in case I=E2=80=99m accused of any
form of commercial abuse.=C2=A0 However, as a system that I have seen runni=
ng for
some years now and which students *<b>DO</b>* say is of benefit to them may=
I
quote the following as one possible approach to on-line reporting:</span></=
p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=C2=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">An extract from a conversation with Gwyn ap Harri of
SmartAssess:</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=C2=A0</span></p>
<p class=3D"MsoNormal"><i>The pedagogy that smartassess follows is that it =
is the
learner's assessment that is most valuable to the learner, then their p=
eers, then
their mentors.</i></p>
<p class=3D"MsoNormal"><i>=C2=A0</i></p>
<p class=3D"MsoNormal"><i>Trying to take your analogy, the shopper doesn=
9;t care
what Tescos knows about them as long as they can buy what they want. It'=
;s a
secondary consideration. Tescos tries to make sense of their customer's
behaviour without being obtrusive.</i></p>
<p class=3D"MsoNormal"><i>=C2=A0</i></p>
<p class=3D"MsoNormal"><i>In education, unfortunately, the assessment of ki=
ds by
teachers is the primary consideration and gears the whole system around it.=
</i></p>
<p class=3D"MsoNormal"><i>=C2=A0</i></p>
<p class=3D"MsoNormal"><i>realsmart (our learning suite) is completely real=
time,
and is based on qualitative data, not quantitative. And it has to be as
learning is much more complex than buying a bag of sprouts...</i></p>
<p class=3D"MsoNormal"><i>=C2=A0</i></p>
<p class=3D"MsoNormal"><i>So, the key for us is that the driving force is t=
he
learner, and we provide tools for mentors to assess from visual summaries
to=C2=A0delving right into the heart of their learning.</i></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=C2=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">I understand that one of RealSmart=E2=80=99s next moves is to extend
this to parental access.</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=C2=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">But anyway, a few videos might illustrate the potential:</span></p>
<p class=3D"MsoNormal"><a href=3D"http://www.smartassess.com/mediacentre/" =
target=3D"_blank">http://www.smartassess.com/mediacentre/</a><span>=C2=A0</=
span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125);"></span></p><=
div class=3D"im">
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=C2=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">BW</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=C2=A0</span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: rgb(31, 73, 1=
25);">Ray Tolley=C2=A0 </span><span style=3D"font-size: 8pt; color: rgb(31,=
73, 125);">FEIDCT, NAACE Fellow, ACQI, MBILD</span><span style=3D"font-siz=
e: 10pt; color: rgb(31, 73, 125);"><br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P:=C2=A0 </span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125);"><=
a href=3D"http://raytolley.v2efolioworld.mnscu.edu/" target=3D"_blank"><spa=
n style=3D"font-size: 10pt;">http://raytolley.v2efolioworld.mnscu.edu/</spa=
n></a></span><span style=3D"font-size: 10pt; color: rgb(31, 73, 125);"></sp=
an></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 10pt; color: rgb(31, 73, 1=
25);">B:=C2=A0 </span><span style=3D"font-size: 11pt; color: rgb(31, 73, 12=
5);"><a href=3D"http://www.efoliointheuk.blogspot.com/" target=3D"_blank"><=
span style=3D"font-size: 10pt;">http://www.efoliointheuk.blogspot.com/</spa=
n></a></span><span style=3D"font-size: 10pt; color: rgb(31, 73, 125);"><br>
W:=C2=A0 </span><span style=3D"font-size: 11pt; color: rgb(31, 73, 125);"><=
a href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm" target=3D"_blank"><s=
pan style=3D"font-size: 10pt;">http://www.maximise-ict.co.uk/eFolio-01.htm<=
/span></a></span><span style=3D"font-size: 10pt; color: rgb(31, 73, 125);">=
<br>
</span><span style=3D"font-size: 10pt; color: rgb(192, 0, 0);">Winner of th=
e IMS 'Leadership Regional Award 2009'</span><span style=3D"font-si=
ze: 11pt; color: rgb(31, 73, 125);"></span></p>
<p class=3D"MsoNormal"><span style=3D"font-size: 11pt; color: rgb(31, 73, 1=
25);">=C2=A0</span></p>
</div><div style=3D"border-style: solid none none; border-color: rgb(181, 1=
96, 223) -moz-use-text-color -moz-use-text-color; border-width: 1pt medium =
medium; padding: 3pt 0cm 0cm;">
<p class=3D"MsoNormal"><b><span style=3D"font-size: 10pt;" lang=3D"EN-US">F=
rom:</span></b><span style=3D"font-size: 10pt;" lang=3D"EN-US"> <a href=3D"=
mailto:secondary-admin@talk.naace.org" target=3D"_blank">secondary-admin@ta=
lk.naace.org</a>
[mailto:<a href=3D"mailto:secondary-admin@talk.naace.org" target=3D"_blank"=
>secondary-admin@talk.naace.org</a>] <b>On Behalf Of </b>J Meades<div class=
=3D"im"><br>
<b>Sent:</b> 06 January 2010 10:26<br>
</div><div class=3D"im"><b>To:</b> <a href=3D"mailto:advisory@talk.naace.or=
g" target=3D"_blank">advisory@talk.naace.org</a>; <a href=3D"mailto:seconda=
ry@talk.naace.org" target=3D"_blank">secondary@talk.naace.org</a><br>
</div><b>Subject:</b> Re: [Secondary] RE: [Advisory] Online Reporting in Sc=
hools</span></p>
</div><div><div></div><div class=3D"h5">
<p class=3D"MsoNormal">=C2=A0</p>
<p class=3D"MsoNormal">=C2=A0</p>
<div>
<p class=3D"MsoNormal" style=3D"margin-bottom: 12pt;">Hi everyone<br>
<br>
Ray's contribution:</p>
<p class=3D"MsoNormal">Before VLEs or Home Access, a parent would ask their=
child
what they have<br>
done in school today, with the usual response, "Nothing much."<br=
>
<br>
When the VLE was launched, the child rushed home, switched on the computer<=
br>
and said, "Come and see what I've done in school today!"<br>
<br>
Weeks later, when parental access had been introduced, the child came home<=
br>
to the exclamation from the parent, "Wow, congratulations! I've be=
en
looking<br>
on line at your work today, and I'm so proud of you!"</p>
<p class=3D"MsoNormal"><br>
This does it for me. The key questions are not about what online reporting
means but more about the purpose of online reporting, that is, the learner
progressing their learning.<br>
<br>
What online reporting actually looks like depends upon which stakeholder yo=
u
identify as being the principal stakeholder. For me, without exception, it =
has
to be the learner - the needs of the bureaucracy surrounding the learner th=
en
need to be prioritorised based upon their level of support for learning so =
next
in line is the teacher and parent, everybody else are then standing inline.=
<br>
<br>
Jeremy<br>
<br>
<br>
<br>
<br>
=C2=A0</p>
</div>
<div>
<p class=3D"MsoNormal">2010/1/6 BL Mr K Buncle <<a href=3D"mailto:BL@sou=
thbromsgrove.worcs.sch.uk" target=3D"_blank">BL@southbromsgrove.worcs.sch.u=
k</a>></p>
<p class=3D"MsoNormal">This is a very interesting strand.<br>
<br>
It is clear in my mind that data is only useful if it can help teachers to =
move
students learning forward. =C2=A0We do have several stakeholder audiences h=
ere.
In many cases parents want to know what grade or level their child is eithe=
r
working towards at present or likely =C2=A0achieve, pupils need to know wha=
t
they need to do to achieve the grades or levels. =C2=A0Teachers, Head of
departments, Governors want to be assured that teaching and learning is on
track to meet the targets and OFSTED and Local Authorities have similar
agendas. =C2=A0I hope that I am not doing anyone a dis-service here.
=C2=A0Reporting is complex and requires thought and planning to meet the
various needs if you are to avoid constantly entering data in different
formats. =C2=A0Very often the students requirements for feedback are masked=
by
the demands of these stakeholders and yet they are the stakeholders that ha=
ve
the most to gain.<br>
Having a competent person in a senior position to oversee the many facets i=
s
something that schools have begun to appreciate over the past few years.<br=
>
As with many schools:<br>
<span>=EF=BF=BD</span> We have had
full electronic registration (including lesson by lesson).<br>
<span>=EF=BF=BD</span> We have had
regular electronic reporting, although we still print them out on paper and
post them home.<br>
<span>=EF=BF=BD</span> A phased
training of staff from using the hardware, software and advice on how to wr=
ite
reports.<br>
<span>=EF=BF=BD</span> A rolling
program of updating the technology.<br>
However we also have a dedicated data management team and in house technica=
l
support that has taken time to bring together. =C2=A0This is a huge investm=
ent.<br>
The investment is however wasted if the data collected is meaningless and
unused. The data team spend time analysing the information and provide the
different stakeholders with meaningful feedback. =C2=A0If there is no impac=
t in
the classroom that helps in moving students learning forward then one shoul=
d
question the value of the process! =C2=A0We are currently looking at what r=
eal
time reporting will look like in the future.<br>
<br>
The discussion here has moved on to look at this idea that parents will see
what their child has done during a particular school day. =C2=A0Is this a
reality in a majority of schools in all subject areas and all phases?
=C2=A0Could it be a reality at Key stage 3 and 4?<br>
<br>
We have over 1000 computers accessed by 1300 students and i could not say t=
hat this
was possible in more than a few subject areas, what is the model that we wa=
nt
for our students in the future.<br>
<br>
Keith Buncle<br>
Data Systems Leader<br>
South Bromsgrove Community High School</p>
<div>
<p class=3D"MsoNormal"><br>
________________________________________<br>
From: <a href=3D"mailto:secondary-admin@talk.naace.org" target=3D"_blank">s=
econdary-admin@talk.naace.org</a>
[<a href=3D"mailto:secondary-admin@talk.naace.org" target=3D"_blank">second=
ary-admin@talk.naace.org</a>]
On Behalf Of Ray Tolley [<a href=3D"mailto:rjt@maximise-ict.co.uk" target=
=3D"_blank">rjt@maximise-ict.co.uk</a>]</p>
</div>
<p class=3D"MsoNormal">Sent: 05 January 2010 20:00</p>
<div>
<div>
<p class=3D"MsoNormal" style=3D"margin-bottom: 12pt;">To: <a href=3D"mailto=
:advisory@talk.naace.org" target=3D"_blank">advisory@talk.naace.org</a>;
<a href=3D"mailto:secondary@talk.naace.org" target=3D"_blank">secondary@tal=
k.naace.org</a><br>
Subject: RE: [Secondary] RE: [Advisory] Online Reporting in Schools<br>
<br>
John, you bring to mind an anecdote:<br>
<br>
Before VLEs or Home Access, a parent would ask their child what they have<b=
r>
done in school today, with the usual response, "Nothing much."<br=
>
<br>
When the VLE was launched, the child rushed home, switched on the computer<=
br>
and said, "Come and see what I've done in school today!"<br>
<br>
Weeks later, when parental access had been introduced, the child came home<=
br>
to the exclamation from the parent, "Wow, congratulations! I've be=
en
looking<br>
on line at your work today, and I'm so proud of you!"<br>
<br>
That to me is a significant aspect of what on-line reporting is all about.<=
br>
<br>
Ray Tolley =C2=A0FEIDCT, NAACE Fellow, ACQI, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: =C2=A0<a href=3D"http://raytolley.v2efolioworld.mnscu.edu/" target=3D"_b=
lank">http://raytolley.v2efolioworld.mnscu.edu/</a><br>
B: =C2=A0<a href=3D"http://www.efoliointheuk.blogspot.com/" target=3D"_blan=
k">http://www.efoliointheuk.blogspot.com/</a><br>
W: =C2=A0<a href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm" target=3D"=
_blank">http://www.maximise-ict.co.uk/eFolio-01.htm</a><br>
Winner of the IMS 'Leadership Regional Award 2009'<br>
<br>
-----Original Message-----<br>
From: <a href=3D"mailto:advisory-admin@talk.naace.org" target=3D"_blank">ad=
visory-admin@talk.naace.org</a>
[mailto:<a href=3D"mailto:advisory-admin@talk.naace.org" target=3D"_blank">=
advisory-admin@talk.naace.org</a>]<br>
On Behalf Of John Wasteney<br>
Sent: 05 January 2010 17:42<br>
To: 'Ray Tolley'; <a href=3D"mailto:advisory@talk.naace.org" target=
=3D"_blank">advisory@talk.naace.org</a>;
<a href=3D"mailto:secondary@talk.naace.org" target=3D"_blank">secondary@tal=
k.naace.org</a><br>
Subject: RE: [Secondary] RE: [Advisory] Online Reporting in Schools<br>
<br>
A very interesting series of posts on the topic of online real time<br>
reporting. Many of the schools I am working with are also engaging in the<b=
r>
same debates as expressed over the last day or two here.<br>
<br>
I think that Ray and others are right when they talk about online reporting=
<br>
as being a new phenomenon. Most headteachers, teachers, education<br>
professionals initially tend to think of online-reporting as simply being a=
<br>
replacement/substitute for the traditional school report of old. Then of<br=
>
course the notion of real time enters the thinking and the recognition that=
<br>
it is impossible to replace the traditional reflective and summative report=
<br>
issued termly or annually as real time.<br>
<br>
The difficulty arises from the word 'report' as this is already wel=
l defined<br>
in the mindset. Once we eliminate the notion of we think it means and carry=
<br>
out the activity that Ray suggest - talk to the parents about what they wan=
t<br>
we begin to get a very different picture of real time reporting. Albeit in<=
br>
limited form the feedback I get from parents us not about APP, tracking of<=
br>
progress, data related to performance and attainment scores. Yes this<br>
recognised as being useful perhaps a couple of times a year (at a parents<b=
r>
evening and then 6 months later), but the information they want relates muc=
h<br>
more to<br>
<br>
What are my offspring doing in school today (topics, themes and activities)=
<br>
Are they actually having a school lunch (secondary)- do they eat their lunc=
h<br>
(primary)<br>
Are they involved in extra curricular activities<br>
Homework tasks<br>
Timetables of activities when sons/daughters might need to take the extra<b=
r>
things they need PE kit, cooking ingredients, etc<br>
An eye into the kind of work they are doing so when they ask what have you<=
br>
been doing in school today and they get the usual reply - "not a
lot", they<br>
can look at some images/current scheme of work/peek at their offspring'=
s<br>
e-portfolio to initiate a conversation.<br>
<br>
Many of these are generic things that do not need to be about what each<br>
individual has contributed. The year 4 class teacher who posts up a few<br>
digital images (usually taken by pupils) of the activities on the class blo=
g<br>
is reporting to parents. Things like attendance and behaviour are pertinent=
<br>
to some =C2=A0but not all parents and certainly many parents feel that exis=
ting<br>
systems which text or email parents if a child is absent without<br>
notification are well established in many schools now.<br>
<br>
Most parents that I have spoken to (including those who are teachers) are<b=
r>
not interested in the bar charts, histograms, line graphs and pie charts<br=
>
that demonstrate the points scores from each unit of work. Parents want to<=
br>
know are offspring happy, engaged in learning, developing emotional and<br>
social confidence. If however a pupil does start to be noticeably<br>
under-performing, their are attitude changes, pupil suddenly becomes<br>
unhappy, disinterested etc that is when a proactive personal contact needs<=
br>
to be made by the school to the teacher.<br>
<br>
This leads me to my next area of concern - parents do know that learning is=
<br>
not linear and that many factors influence and shape the way an individual<=
br>
learns, they have good days and bad days, good lessons and not so good<br>
lessons, yet currently we seem to be in a culture which is data focussed an=
d<br>
teachers are pressurised to assess, track and monitor progress to the n'=
;th<br>
degree. At each monitoring pupils must be seen to demonstrate progress. Thi=
s<br>
has led to a huge dishonesty in the system particularly in secondary school=
s<br>
with significant numbers of teachers backwardly engineering the starting<br=
>
point assessment and using a loaded assessment dice to conjure up figures t=
o<br>
keep Mr Ofsted happy.<br>
<br>
As stated in another post we do not fatten pigs by weighing them, but the<b=
r>
current regime seems to be saying so you had better weigh them more often! =
I<br>
have done a lot of work with secondary schools on using APP - which can be<=
br>
an excellent tool if used wisely. It promotes the idea that we should not<b=
r>
atomise the learning outcomes into smaller chunks, that we should look at<b=
r>
progress over a significant period of time, it recognises that individuals<=
br>
may be better at some aspects of a subject than others yet we can aggregate=
<br>
a rounded attainment result yet having identified for us as teachers and<br=
>
shared with learners areas that need to be developed.<br>
<br>
regards,<br>
<br>
John<br>
<br>
John Wasteney<br>
Managing Director<br>
Strategic Education Consultancy Ltd<br>
<br>
Tel: 01455 290960<br>
Mob:07810 446176<br>
<br>
<br>
<br>
-----Original Message-----<br>
From: <a href=3D"mailto:advisory-admin@talk.naace.org" target=3D"_blank">ad=
visory-admin@talk.naace.org</a>
[mailto:<a href=3D"mailto:advisory-admin@talk.naace.org" target=3D"_blank">=
advisory-admin@talk.naace.org</a>]<br>
On Behalf Of Ray Tolley<br>
Sent: 05 January 2010 12:40<br>
To: <a href=3D"mailto:advisory@talk.naace.org" target=3D"_blank">advisory@t=
alk.naace.org</a>;
<a href=3D"mailto:secondary@talk.naace.org" target=3D"_blank">secondary@tal=
k.naace.org</a><br>
Subject: RE: [Secondary] RE: [Advisory] Online Reporting in Schools<br>
<br>
Crispin,<br>
<br>
For once I feel that I must disagree with you. =C2=A0Your bar-code illustra=
tion<br>
is excellent but the observation that you make, "Most schools have ver=
y<br>
little useful performance or competency data in their systems." is a<b=
r>
dangerous argument to make. =C2=A0On-line and real-time reporting is a
relatively<br>
new phenomenon. And yet there are fabulous systems out there for tracking<b=
r>
pupils' progress and for that matter the feedback provided by teachers.=
<br>
Rather than judging the potential of a product by the takeup of a meanderin=
g<br>
majority, why not ask those schools which are focussed on exploring<br>
real-time availability of information, whether grades, smiley faces, ad hoc=
<br>
written comments or even, dare I suggest, e-Portfolios?<br>
<br>
Agreed, attendance figures are a somewhat mundane and easy to process data<=
br>
set, but at least, if parents are being encouraged to access that<br>
information it is a start and should be commended rather than criticised.<b=
r>
Perhaps a little more support of local schools by intelligent parents,<br>
perhaps better communication from schools inviting parents to meet with<br>
staff in order to discuss the whole issue of real-time reporting might be a=
<br>
better approach?<br>
<br>
BW<br>
<br>
Ray Tolley =C2=A0FEIDCT, NAACE Fellow, ACQI, MBILD<br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: =C2=A0<a href=3D"http://raytolley.v2efolioworld.mnscu.edu/" target=3D"_b=
lank">http://raytolley.v2efolioworld.mnscu.edu/</a><br>
B: =C2=A0<a href=3D"http://www.efoliointheuk.blogspot.com/" target=3D"_blan=
k">http://www.efoliointheuk.blogspot.com/</a><br>
W: =C2=A0<a href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm" target=3D"=
_blank">http://www.maximise-ict.co.uk/eFolio-01.htm</a><br>
Winner of the IMS 'Leadership Regional Award 2009'<br>
<br>
-----Original Message-----<br>
From: <a href=3D"mailto:secondary-admin@talk.naace.org" target=3D"_blank">s=
econdary-admin@talk.naace.org</a>
[mailto:<a href=3D"mailto:secondary-admin@talk.naace.org" target=3D"_blank"=
>secondary-admin@talk.naace.org</a>]<br>
On Behalf Of Crispin Weston<br>
Sent: 05 January 2010 09:49<br>
To: <a href=3D"mailto:Colin@revell.org.uk" target=3D"_blank">Colin@revell.o=
rg.uk</a>;
<a href=3D"mailto:advisory@talk.naace.org" target=3D"_blank">advisory@talk.=
naace.org</a>;
<a href=3D"mailto:secondary@talk.naace.org" target=3D"_blank">secondary@tal=
k.naace.org</a><br>
Subject: [Secondary] RE: [Advisory] Online Reporting in Schools<br>
<br>
It has always struck me that the real-time reporting agenda has a massive<b=
r>
missing piece: where is the data that you are meant to be reporting on?<br>
I thought Chris Gerry (an innovative Head Teacher from Kent) made an<br>
excellent presentation at the NAACE autumn conference, pointing out that<br=
>
while Tesco analyses data on virtually every aspect of shoppers' purcha=
sing<br>
preferences, schools are, in terms of business intelligence, still in a sor=
t<br>
of Dickensian Dark Age of paper-based ledgers. Most schools have very littl=
e<br>
useful performance or competency data in their systems. There's a big<b=
r>
emphasis on attendance, I suspect, because it is about the only useful<br>
real-time data that schools have.<br>
The feet of clay of any business intelligence system is data input - and<br=
>
manual input is never the answer. The revolution for the supermarkets lay i=
n<br>
the bar-code reader. The revolution for schools will be when learning<br>
software (really useful and compelling in its own right) can report student=
<br>
performance and competence straight into central systems, which must also o=
f<br>
course be able to make sense of that data.<br>
I think that until this kind of interoperable data flow is sorted out, most=
<br>
of the energy in real time reporting programme will go on covering up the<b=
r>
fact that schools will simply be unable to deliver what has been promised b=
y<br>
the government.<br>
Crispin.<br>
<br>
<br>
> -----Original Message-----<br>
> From: <a href=3D"mailto:advisory-admin@talk.naace.org" target=3D"_blan=
k">advisory-admin@talk.naace.org</a>
[mailto:<a href=3D"mailto:advisory-" target=3D"_blank">advisory-</a><br>
> <a href=3D"mailto:admin@talk.naace.org" target=3D"_blank">admin@talk.n=
aace.org</a>]
On Behalf Of Colin J Revell<br>
> Sent: 31 December 2009 18:05<br>
> To: <a href=3D"mailto:advisory@talk.naace.org" target=3D"_blank">advis=
ory@talk.naace.org</a>;
<a href=3D"mailto:secondary@talk.naace.org" target=3D"_blank">secondary@tal=
k.naace.org</a><br>
> Subject: [Advisory] Online Reporting in Schools<br>
><br>
> Some thought for comment;<br>
><br>
> Being as I am in the process of rolling out secure online access to<br=
>
> parents<br>
> I find it interesting that there is very little "official"<b=
r>
> information about<br>
> this that I have come across. If you search online for real time<br>
> reporting<br>
> to parents or similar, you mainly get references to the letter that<br=
>
> Ed Balls<br>
> released at BETT in Jan 2008.<br>
><br>
> Where is the official guidance of exactly what has to be done, by<br>
> whom and<br>
> by when - as far as I can see there is more rumour than substance<br>
> and I am<br>
> wandering, in my more cynical moments, how much of the momentum for<br=
>
> this<br>
> change is coming from the MIS providers?<br>
><br>
> Colin<br>
><br>
> -----Original Message-----<br>
> From: <a href=3D"mailto:secondary-admin@talk.naace.org" target=3D"_bla=
nk">secondary-admin@talk.naace.org</a>
[mailto:<a href=3D"mailto:secondary-" target=3D"_blank">secondary-</a><br>
> <a href=3D"mailto:admin@talk.naace.org" target=3D"_blank">admin@talk.n=
aace.org</a>]<br>
> On Behalf Of Tony Parkin<br>
> Sent: 31 December 2009 14:22<br>
> To: <a href=3D"mailto:advisory@talk.naace.org" target=3D"_blank">advis=
ory@talk.naace.org</a>;
<a href=3D"mailto:secondary@talk.naace.org" target=3D"_blank">secondary@tal=
k.naace.org</a><br>
> Cc: Ray Tolley<br>
> Subject: RE: [Secondary] FW: [Advisory] Online Reporting in Primary<br=
>
> Schools<br>
><br>
> Fergus<br>
><br>
> ... and =C2=A0it may be worth a reminder to those schools exploring th=
is<br>
> journey<br>
> of the 'expectations' in this area, as currently delineated on=
the<br>
> Becta<br>
> website.....?<br>
> Ray might even like to ask suppliers in his calls how their<br>
> offerings<br>
> measure up against these requirements?<br>
><br>
> "What is online reporting?<br>
><br>
> Online reporting involves using ICT to enable parents to receive and<b=
r>
> access<br>
> information about their children's work, progress, attendance and<=
br>
> behaviour<br>
> when and where they want, using secure, online access.<br>
><br>
> What do I have to do and when?<br>
><br>
> Secondary schools are expected to make the following information<br>
> available<br>
> to parents through secure online access by September 2010:<br>
> =C2=A0 =C2=A0 * Attendance and behaviour (both positive and challengin=
g)<br>
> =C2=A0 =C2=A0 * Progress and attainment<br>
> =C2=A0 =C2=A0 * Special needs<br>
> All primary schools are expected to achieve this by September 2012.&qu=
ot;<br>
><br>
> It is worth noting that not all these aspects are addressed in some<br=
>
> of the<br>
> solutions being promoted to schools as ideal ways of meeting these<br>
> aspirations.<br>
><br>
> Also perhaps that 'real-time reporting', though clearly invalu=
able<br>
> and<br>
> undoubtedly welcomed by parents, is NOT part of the specification?<br>
><br>
> Tony<br>
> --------------------------------------------<br>
> Tony Parkin<br>
> Head of ICT Development<br>
> Specialist Schools & Academies Trust<br>
> 17th Floor, Millbank Tower<br>
> 21-24 Millbank<br>
> London SW1P 4QP<br>
><br>
> <a href=3D"mailto:Email%3Atony.parkin@ssatrust.org.uk" target=3D"_blan=
k">Email:tony.parkin@ssatrust.org.uk</a><br>
> Tel: +44 20 7802 2306<br>
> Mob:+44 07739 436073<br>
> Skype: parkintony<br>
> MSN: <a href=3D"mailto:a.c.parkin@hotmail.co.uk" target=3D"_blank">a.c=
.parkin@hotmail.co.uk</a><br>
> --------------------------------------------<br>
> ________________________________________<br>
> From: <a href=3D"mailto:secondary-admin@talk.naace.org" target=3D"_bla=
nk">secondary-admin@talk.naace.org</a>
[secondary-<br>
> <a href=3D"mailto:admin@talk.naace.org" target=3D"_blank">admin@talk.n=
aace.org</a>]
On<br>
> Behalf Of Ray Tolley [<a href=3D"mailto:rjt@maximise-ict.co.uk" target=
=3D"_blank">rjt@maximise-ict.co.uk</a>]<br>
> Sent: 31 December 2009 12:41<br>
> To: <a href=3D"mailto:advisory@talk.naace.org" target=3D"_blank">advis=
ory@talk.naace.org</a>;
<a href=3D"mailto:secondary@talk.naace.org" target=3D"_blank">secondary@tal=
k.naace.org</a><br>
> Subject: [Secondary] FW: [Advisory] Online Reporting in Primary<br>
> Schools<br>
><br>
> Hi, Fergus,<br>
><br>
> I agree with Tony up to a point, but 'reports' are always abou=
t past<br>
> experience and possibly previous teaching and learning styles. =C2=A0I=
<br>
> did a<br>
> quick phone-round of some of the suppliers but unfortunately they<br>
> were all<br>
> on holiday.<br>
><br>
> I have my own ideas on the benefits of on-line reporting and will<br>
> 'interrogate' leading known suppliers as to how they see on-li=
ne<br>
> reporting<br>
> moving in the near future. - I will report back shortly - probably<br>
> next<br>
> week.<br>
><br>
> Meanwhile, I would suggest that there are three different aspects to<b=
r>
> this<br>
> issue:<br>
><br>
> 1. =C2=A0The appropriate access to real-time reporting of progress<br>
> through<br>
> activities completed using some form of assessment software like<br>
> 'SmartAssess';<br>
> 2. =C2=A0The reporting written by teachers, that can be reasonably up-=
to-<br>
> date,<br>
> such as provided by SERCO/CMIS/Facility;<br>
> 3. =C2=A0The formative and possibly informal reporting available throu=
gh<br>
> a good<br>
> e-Portfolio system.<br>
><br>
> I'm sure that there are several other competitive products - but<b=
r>
> firstly it<br>
> will depend on your present VLE provider.<br>
><br>
> PS: =C2=A0BETT will be a good source of advice even if coloured by som=
e<br>
> degree of<br>
> 'sales pitch'.<br>
><br>
> Best Wishes,<br>
><br>
> Ray Tolley =C2=A0FEIDCT, NAACE Fellow, ACQI, MBILD<br>
> ICT Education Consultant<br>
> Maximise ICT Ltd<br>
> P: =C2=A0<a href=3D"http://raytolley.v2efolioworld.mnscu.edu/" target=
=3D"_blank">http://raytolley.v2efolioworld.mnscu.edu/</a><br>
> B: =C2=A0<a href=3D"http://www.efoliointheuk.blogspot.com/" target=3D"=
_blank">http://www.efoliointheuk.blogspot.com/</a><br>
> W: =C2=A0<a href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm" targe=
t=3D"_blank">http://www.maximise-ict.co.uk/eFolio-01.htm</a><br>
> Winner of the IMS 'Leadership Regional Award 2009'<br>
><br>
> -----Original Message-----<br>
> From: <a href=3D"mailto:advisory-admin@talk.naace.org" target=3D"_blan=
k">advisory-admin@talk.naace.org</a>
[mailto:<a href=3D"mailto:advisory-" target=3D"_blank">advisory-</a><br>
> <a href=3D"mailto:admin@talk.naace.org" target=3D"_blank">admin@talk.n=
aace.org</a>]<br>
> On Behalf Of Fergus Reynolds<br>
> Sent: 31 December 2009 09:18<br>
> To: <a href=3D"mailto:advisory@talk.naace.org" target=3D"_blank">advis=
ory@talk.naace.org</a><br>
> Subject: [Advisory] Online Reporting in Primary Schools<br>
><br>
> Colleagues,<br>
><br>
> Does anybody have any advice, hints or tips on developing online<br>
> reporting in Primary schools? I am interested in examples of good<br>
> practice and any suggestions colleagues may have to help avoid<br>
> pitfalls in getting going. I am also interested in any schools that<br=
>
> colleagues could recommend as examples of good practice in this area<b=
r>
> -<br>
> especially in the North West of England. Any help, comments, etc<br>
> appreciated.<br>
> I am happy to receive responses offline if colleagues prefer that. I<b=
r>
> would be happy to collate responses if anyone would be interested in<b=
r>
> receiving that. =C2=A0Thanks in anticipation.<br>
><br>
> Best wishes for a Happy new Year<br>
><br>
> Fergus Reynolds<br>
> _______________________________________________<br>
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e.org" target=3D"_blank">Advisory-admin@talk.naace.org</a> with the body<br=
>
text:<br>
<br>
unsubscribe Advisory YourEmailAddress<br>
<br>
or: send a message to <a href=3D"mailto:Advisory-request@talk.naace.org" ta=
rget=3D"_blank">Advisory-request@talk.naace.org</a><br>
with the body text:<br>
<br>
unsubscribe YourPassword YourEmailAddress<br>
<br>
<br>
_______________________________________________<br>
Advisory mailing list <a href=3D"mailto:Advisory@talk.naace.org" target=3D"=
_blank">Advisory@talk.naace.org</a><br>
<a href=3D"http://talk.naace.org/mm/listinfo/advisory" target=3D"_blank">ht=
tp://talk.naace.org/mm/listinfo/advisory</a><br>
To unsubscribe send a message to <a href=3D"mailto:Advisory-admin@talk.naac=
e.org" target=3D"_blank">Advisory-admin@talk.naace.org</a> with the body<br=
>
text:<br>
<br>
unsubscribe Advisory YourEmailAddress<br>
<br>
or: send a message to <a href=3D"mailto:Advisory-request@talk.naace.org" ta=
rget=3D"_blank">Advisory-request@talk.naace.org</a><br>
with the body text:<br>
<br>
unsubscribe YourPassword YourEmailAddress<br>
<br>
<br>
_______________________________________________<br>
Secondary mailing list <a href=3D"mailto:Secondary@talk.naace.org" target=
=3D"_blank">Secondary@talk.naace.org</a>
<a href=3D"http://talk.naace.org/mm/listinfo/secondary" target=3D"_blank">h=
ttp://talk.naace.org/mm/listinfo/secondary</a><br>
To unsubscribe send a message to <a href=3D"mailto:Secondary-admin@talk.naa=
ce.org" target=3D"_blank">Secondary-admin@talk.naace.org</a> with the body =
text:<br>
<br>
unsubscribe Secondary YourEmailAddress<br>
<br>
or: send a message to <a href=3D"mailto:Secondary-request@talk.naace.org" t=
arget=3D"_blank">Secondary-request@talk.naace.org</a><br>
with the body text:<br>
<br>
unsubscribe YourPassword YourEmailAddress<br>
<br>
</p>
</div>
</div>
<p class=3D"MsoNormal">---<br>
This message has been scanned for viruses and<br>
dangerous content and is believed to be clean.<br>
<br>
<br>
--<br>
This message has been scanned for viruses and<br>
dangerous content by MailScanner, and is<br>
believed to be clean.<br>
<br>
--<br>
This message has been scanned for viruses and<br>
dangerous content by MailScanner, and is<br>
believed to be clean.<br>
<br>
<br>
<br>
---<br>
This message has been scanned for viruses and<br>
dangerous content and is believed to be clean.</p>
<div>
<div>
<p class=3D"MsoNormal"><br>
<br>
_______________________________________________<br>
Secondary mailing list <a href=3D"mailto:Secondary@talk.naace.org" target=
=3D"_blank">Secondary@talk.naace.org</a>
<a href=3D"http://talk.naace.org/mm/listinfo/secondary" target=3D"_blank">h=
ttp://talk.naace.org/mm/listinfo/secondary</a><br>
To unsubscribe send a message to <a href=3D"mailto:Secondary-admin@talk.naa=
ce.org" target=3D"_blank">Secondary-admin@talk.naace.org</a> with the body =
text:<br>
<br>
unsubscribe Secondary YourEmailAddress<br>
<br>
or: send a message to <a href=3D"mailto:Secondary-request@talk.naace.org" t=
arget=3D"_blank">Secondary-request@talk.naace.org</a><br>
with the body text:<br>
<br>
unsubscribe YourPassword YourEmailAddress</p>
</div>
</div>
</div>
<p class=3D"MsoNormal">=C2=A0</p>
</div></div></div>
</div>
</blockquote></div><br>
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