[Advisory] Online Reporting in Schools - A serious rant
Alistair Goodwin
sen.ict@ntlworld.com
Wed, 6 Jan 2010 12:23:41 -0000
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Hi Crispin et al
Apologies for appearing to misinterpret your angle on this (see my =
footnote). Your recent email certainly outlines where you stand on this =
and I appreciate that. My comments still stand though. The supermarket =
analogy is a really useful starting point for discussing this and John's =
and other's comments on what is useful / probably most desirable to =
parents is a strong development of this also.
I have 2 favourite quotes and a piece of useful advice I was given a =
long time ago on this subject.
The first quote is obviously the pig one, pithy or not (lisping or =
otherwise :).
The second is Einstein's:
"Not everything that can be counted counts, and not everything that =
counts can be counted."
(again, apologies to Einstein if he does not entirely share my view =
here, but I still like it)
The piece of advice I was given on making sound assessments of =
curriculum levels is this;
"Pick a number between 1 and 5 and chances are you're not that far out." =
- Pure genius.
To me, teaching is a two way process. I don't teach the same stuff to =
the same pupil as anyone else because I would have a rough long-term =
plan of what goes on where. Job done.
The rest is down to me 'teaching'. I know if I start discussing =
something with someone whether they are interested / able to understand =
what I'm saying / listening / struggling etc. I make this judgement =
based on human traits I and they have and through a process of mutual =
respect. I don't write it down. I just adjust what I'm saying as I say =
it, to accomodate the sense of the person in front of me and the way in =
which they are 'taking' my meaning. I can still make the same point. We =
almost all do this constantly and impercievably. If a pupil in the class =
has 'done this already at my old school, sir' I make damn sure he/she =
gets a different angle / perspective on it but that they still appear to =
be studying alongside their peers. I may or may not write this down. =
Depends if I want to and if it's useful to me or the pupil at the time. =
I certainly don't put it on line. I'm probably at the pub.
I believe I am able to do this because I had a good upbringing and care =
about where other people are coming from. It's an approach that works in =
mainstream settings, SEN, the curry house, Paddington Station and =
Tiananmen square. Somewhere along the line teachers, friends and =
colleagues allowed me to develop into somebody who knows who he is. If =
you as a teacher think you can do this better on-line, then great. I =
accept that and am happy about it. I won't be joining you.
Furthermore, when I was at school I sat a series of exams at precisely =
the same time as everyone else in the country whether I was ready for it =
or not. The grade I got was personal to me, and presumably related to =
whatever I wrote on the paper at the time. I'm unclear on how much more =
'personalised' that grade could have got. However, I'm also very clear =
that that grade in that exam relates to little other than my ability to =
get that grade in that exam. What about it?
To me, assessment looks like a lesson plan. I wouldn't have planned the =
lesson like that if I thought it was at the wrong 'level' or if it =
wasn't clearly the 'next step' in these pupils' learning. You want to =
see how good my judgement is, pop your head in the door for 10 seconds. =
You'll soon work it out.
Draw a graph / don't draw a graph. It makes absolutley no difference to =
me whatsoever. I never look at them.
Just to make my position even more clear, if you think that giving all =
pupils on free school meals a laptop is going to sort this country out, =
you're an idiot. The divide is not digital. It's human. I can see it =
quite clearly, but only when I'm not staring at this damn laptop.
I am confident that my views here will be seen by some as out of line =
and unprofessional. And there's your problem in a nutshell. More graphs, =
less emotion. God help us.
Isn't it about time that people who like graphs and records and stuff =
just go back to administrative roles rather than making the rest of us =
feel like our lives aren't valid if they're not spellchecked and =
coloured according to category? Who put them in charge ? That's NEVER =
going to work. Natural administrators are never going to happily =
relinquish control and power. They will simply introduce new systems on =
top of new systems increasingly invalidating anybody else's point of =
view, humanity, art, music etc Hopefully, the new drive provided by the =
thinkers behind the Primary Curriculum review will force these people =
out of the picture because people will again get a chance to see that =
there is potentially more to life on planet earth and that life is just =
too short to get hung up on how much progress you made this week =
compared to your 'statistical neighbour'. No one even talks to their =
REAL neighbours anymore. Wake up.=20
Something is wrong and the current level of availability of online =
grades is really not likely to be the source of the problem.
There is only one purpose to life: To live.
Take a deep breath... and begin.
Alistair Goodwin
Hants
N.B. The views expressed in this email are mine, not Crispin's... but I =
am perfectly happy to share them :-)
----- Original Message -----=20
From: Crispin Weston=20
To: 'advisory'=20
Sent: Tuesday, January 05, 2010 6:57 PM
Subject: RE: [Advisory] Online Reporting in Schools
Hi all,
=20
I seem to have stirred something up here. Thanks to everyone's =
comments and apologies in advance for a correspondingly long essay in =
response.
=20
@Mike. I agree.
=20
@Alistair: thanks for the bouquet - but I think you may have =
misunderstood my position and I fear that the bouquet might metamorphose =
into a brickbat. My point is that I *agree* with Chris Gerry that =
schools should become more like supermarkets in terms of their business =
intelligence (though not, of course, in terms of the service they =
offer). My criticism of real time reporting is not of the aspiration but =
of the failure to put in place some of the essential prerequisites =
beforehand.
=20
Of course I also agree with the stuff about children being happy, =
fulfilled individuals - but I am suspicious of what I take to be a =
suggestion that efficiency is the enemy of happiness. People's happiness =
increases a little when they receive a public service which is efficient =
and appropriate to their needs. My happiness increases when I go into =
Tesco and find that they have my favourite type of Taramosalata in stock =
and I am (moderately) grateful for the computerised logistics systems =
which ensure that it is. A student becomes a little happier when he =
receives teaching which is relevant to his needs and is not required to =
sit in a classroom for years on end being taught things that he either =
doesn't understand or already knows, just because the school hasn't =
bothered accurately to assess and track what that student's learning =
needs are.
=20
To respond to Jeff's pithy comment:
=20
"You can't fatten a pig by weighing it!"
=20
I agree that you fatten a pig by feeding it. But you establish how =
much and what sort of food to feed it by weighing it. Try telling a pig =
farmer that he should not bother to weigh his pigs and I suspect he =
would tell you that you know nothing about running a pig farm. Any =
efficient business is completely dependent on feedback and analysis of =
what it is doing. The systems that we have in place for doing this in =
education are generally extraordinarily primitive.
=20
I have some sympathy with Alistair's comment=20
=20
"the graphs ? I seriously do not=20
understand where they fit in"
=20
but the problem here is not the fact that the data is being collected =
but that it is not being used efficiently. Nothing is joined up. There =
is no benefit in collecting data just for the sake of making pretty =
graphs.=20
=20
So what *is* the point of collecting the data? It seems to me that one =
of the primary criteria of efficiency in education (putting aside =
motivation for a moment) is the correct pitching of teaching. In my =
experience as a teacher, there is a time when a student is ready to =
learn something. Apart from *wanting* to learn it (again, a motivational =
aspect), the student must have mastered the necessary prerequisites.=20
=20
So the key requirement for an efficient education system is managing =
progression, differentiation and personalisation to ensure that the =
right student gets the right bit of teaching at the right time - just as =
a farmer gives the right sort of food to the right pig or puts the right =
bit of fertilizer on the right bit of the field. And in managerial terms =
for the classroom teacher, that is an extremely complex managerial task.
=20
We start from an extraordinarily antiquated system in which people are =
driven through the syllabus in age-based cohorts, like troops being =
driven over the top at the Somme in neat lines. But to get away from =
this, we have to have systems capable of tracking students' individual =
capabilities. This type of tracking of business effectiveness is so =
ubiquitous and its value so widely accepted that I find it very strange =
that we are even having this discussion as to whether we should be doing =
the same things in education.
=20
Of course, in education unlike farming, the student (unlike the pig) =
has an important say in what he/she needs - but this is a question of =
where the data comes from and does not undermine the need to track it. =
This links back to the motivational aspect: I am more likely to be =
motivated if the system is tracking (and responding to) my individual =
needs - and even more motivated if it is tracking (and responding to) my =
individual wants. The whole point of modern business intelligence =
systems is that they *do* treat people as individuals, even though there =
are large numbers of them in the system.
=20
@Ray: I am not criticising the software systems that are out there =
(either for tracking student progress or even for e-portfolio J but =
rather the difficulty of getting data in sufficient quality and quantity =
into these systems. I do not see real-time reporting or the involvement =
of parents as a pre-requisite but rather as a follow-on benefit from =
implementing effective internal systems. So the fact that real-time =
reporting is a relatively recent government target does not undermine =
the fact that, internally, the requirement for business intelligence has =
been long-standing.
=20
I support the objective of real time reporting. The danger (as with so =
many other systems) is that it will be introduced in response to what =
some Secretary of State dreamed up in the bath, driven through by civil =
servants who are only concerned to tick the right boxes, fail miserably =
to do anyone any good and end up with people saying "real time reporting =
doesn't work". It is very important to manage the introduction of these =
projects properly and, in the case of real-time reporting, this means =
ensuring that you have a sufficient supply of data to the reporting =
component.
=20
Hardly any of these components (real-time reporting, e-portfolio, =
learning tools, VLEs, MIS) is really viable on its own - which is why =
interoperability ought to have been the first thing to be fixed and why =
it has been such a disaster that it wasn't.=20
=20
Re. the Moodle video you link to - I completely agree with the point =
that this is making. The data that the parent can see is the data which =
is being automatically managed by Moodle from the online assignments. =
When it comes to offline assignments, no-one is realistically going to =
sit down in the evening and key in the data. So the more data is =
collected automatically (and I think most people would agree that at the =
moment, the type of data being collected by Moodle, is fairly =
rudimentary) the richer the online reporting to parents can become.=20
=20
@John. I agree that you need to show the right data to the right =
people in the right way (see comments on drowning in data below). I =
agree with your analysis of what parents probably want. But the fact =
that this is what you show to parents does not mean that you should not =
be tracking other types of data as well, which may be of interest to =
other people, either in raw or processed form. There may be aspects of =
pupil's performance and competency which the over-pressed or stand-in =
teacher is completely unaware of.
=20
@Neil: I agree with many of your concerns but not with your =
conclusion. My responses inline.
All very well talking bar codes, but learning outcomes are not =
"articles" that can be given an EAN and scanned into a system.=20
I don't see why not. Has Johnny handed in a satisfactory piece of work =
demonstrating an understanding of Pythagoras? Yes? Bleep!=20
Of course I exaggerate a bit and a binary "bleep" does not represent =
particularly high quality data - but other quantitative data like scores =
and grades are all useful. You will get teachers to input comments =
wherever possible - and make it as easy as possible for them to do so - =
but teacher comments are (a) expensive and (b) are not always =
uber-reliable either. One of the big gains for businesses in using the =
internet is in getting the customer to do a lot of the data entry that =
clerical staff used to have to do. Which is my original point: data =
entry is the killer and should be automated wherever possible.
While I agree that the definition of some teaching aims and outcomes =
are subjective, so are the buying decisions of many shoppers. But =
complex, subjective buying decisions can nevertheless, when analysed, =
demonstrate surprising degrees of consistency. Maths models probability =
really quite well.
That is the problem with software and (even) performance/competency =
data - much of it has a subjective element that "learning software =
(really useful and compelling in its own right)" cannot automatically =
assess and post into your data capture system. Then there's a whole =
range of "softer" skills that are even harder to assess in that way, but =
which are vital to modern life.
So, following from above, I agree about the subjectivity but do not =
see this as a problem so long as the system recognises the fact of this =
uncertainty.
I would call any measure of competency a "competency claim", just as a =
philosopher might talk about a "truth claim". If you start to see a =
large number of competency claims from different sources showing a =
significant degree of consistency, you can start to talk about that =
student's competency with some degree of confidence.
Competency claims will very often be accompanied by the evidence (e.g. =
student output on a student e-portfolio) which supports the claim. =
Quantitative data can be qualified by comments. So the subjective =
element can be reviewed and interpreted and conclusions moderated. The =
subjective tendencies of particular assessors can also be tracked and =
compensated for.
Also, I am proposing the measurement of competency as an *input* and =
not an *output* of the system. A group of students who are perceived to =
be weak on subtraction are not failed in their end-of-course exams; but =
they are given some extra teaching before the introduction of a unit on =
long division. If that perception is misjudged in a few cases, no very =
great harm has been done and the decision to make that intervention can =
be quickly overridden. Making interventions based on some kind of =
business intelligence seems to me to be preferable, even if the =
intelligence is not perfect, to making no interventions at all. People =
might say that, in the current environment, intervention is left to the =
professional judgement of the teacher - but we all know that, 90% of the =
time, hardly anything happens at all. The swill is just shovelled into =
the trough and the pigs are left to fight for it.
And finally, while some "soft" competencies are very subjective, =
others are actually pretty straightforward. How good is someone's French =
vocab within a particular domain? Not really that difficult for a =
computer-delivered activity to measure with a fair degree of accuracy. =
For all the talk of advanced conceptual skills, there is quite a lot of =
learning which is pretty humdrum. One massive efficiency would be to =
ensure that the skilled graduate teacher (who represents a valuable =
resource) should not be put in front of a class of students who have not =
acquired the basic knowledge which will allow them to access the =
particular thing that the skilled graduate teacher has to offer. This is =
why Chris Gerry's approach combines business intelligence with flexible =
grouping and staffing systems.
The Government (quite reasonably) wants to reduce teacher workload =
through automation, but there comes a point at which we have to ask =
"what can be reasonably" automated. As it is, the reductionist approach =
is creating more and more problems with SATs (let alone workload =
involved) as it becomes harder and harder to align the capability that =
pupils display year-on-year. That of course begs the whole norm vs =
criterion-referenced exam debate.=20
I think I agree with what you are saying here. I have never thought =
that a paragraph of bureaucratic text (which is what criterion =
referencing gave us) is sufficient to define a competency. Everyone =
understands the paragraph differently, which has given governments the =
opportunity to manipulate results data for their own purposes. I would =
see a competency definition as a "live" thing, which lived through a =
continuous process of moderation, discussion and revision. Which what =
good teachers do anyway.
At the moment people are (because the current system is more =
reductionist, criterion-based) teaching to the test and "standards" are =
going up. But is that actually educating children better? Do they get to =
the next stage of education and into work actually more capable (as =
against "competent")? I think not.
I don't see any problem with teaching to the test if it is a good =
test. The traditional academic essay, well examined, provided a real =
test of original and creative thought and I do not think that I am alone =
in remembering that I learnt more when revising for my major exams than =
in years of cruising along in classrooms. OK - the academic essay is not =
appropriate to many students and many types of examination - but I think =
that a properly reconstituted examination system should be able to come =
up with tests which do not reward mechanistic teaching or merely the =
regurgitation of rote learning.
So, are we chasing our tails by thinking we really can produce =
software-assessed learning tasks?=20
I think there is a bit of a false dichotomy here between computer and =
teacher. Some tasks (see above) can be computer assessed very easily - =
others cannot. But in the latter case, the job of the teacher can be =
made very much easier by being assisted by appropriate computer systems. =
The fact that I am writing this on the computer does not dehumanize my =
thoughts, (whether you agree with the views or not).
or does the VLE-emperor have no clothes after all?=20
I think in many respects the VLE-emperor as currently implemented is a =
pretty skimpy dresser. But that leaves a vacant imperial throne which I =
think you will see being occupied by more capable systems which will =
bring the long delayed digital revolution to schools. Any good software =
system requires some kind of infrastructure-content set up. What sits in =
the vacated VLE throne will be the infrastructure bits (plural) of the =
system.=20
I tend to believe it is rather naked and is going to remain so until =
the much vaunted but yet-way-into-the-future true artificial =
intelligence is delivered.
I do not think that there will ever be a magical (and rather spooky) =
total AI solution - rather *sufficient* intelligence for any particular =
task, with the ultimate intelligence always coming back to the human =
teacher. This is all about supporting, not replacing, the human teacher =
who (in supermarket terms) will always be the store manager. People who =
have read too much Asimov and Orwell get very worked up about =
dehumanising robots without noticing that they are using them all the =
time and that the robots are fantastically useful.
I believe we should be doing more to get resources and tools to =
learners to learn and to teachers to help them teach, but not get so =
hung up chasing a data-driven dream.
I do not think that resources-and-tools on the one hand and data on =
the other are separable. To take Microsoft Word as an example: it =
produces documents (i.e. data). It simplifies the task by saving style =
sheets (more data). Every time it launches it reads my preferences (more =
data) from an initialisation file. When I am half way through writing a =
document, I can save state (data again). And in a formal teaching =
context, when a teacher asks the class to do something, doesn't the =
teacher expect to see what the students have done, if anything?
One of the major problems with learning resources and tools at the =
moment (and which we are trying to address through the BECTA/ISB Content =
Packaging project) is the fact that so much learning content is "static" =
and not data aware - it does not contextualise, personalise, adapt and =
report.
Much of this data does not cross the human's retina - it works in the =
background. People drown not because the sea is big but because they =
can't swim. People "drown in data" not because there is too much data =
but because it is not understandable or because it is not useful or they =
are show the wrong sort or in the wrong way. John Wasteney says that =
parents do not want to see attendance records but they do like to =
receive a text message when their child hasn't turned up to school. =
Quite agree. But that is a point about the presentation of data, not =
about whether data is a good thing in itself.
One of the characteristics of modern technology is how user interfaces =
have become very much simpler to use. Good software will collect the =
data, make sense of the data, and present to the teacher only what the =
teacher finds useful. Substitute parent/student/head teacher/special =
needs adviser etc for teacher as required.
In summary, my position is that data is the life-blood of any modern =
business and education is a very large, very complex, very expensive =
business.=20
Some data is very straightforward and objective. Some is more =
subjective and nuanced. So create systems which run the right horse on =
the right course. Codify and measure where you can (because codification =
allows automation), use free text where you need nuance and =
interpretation. I can't see the problem.
Ultimately, it doesn't seem to me to be very reasonable that teachers =
should benefit from the efficiency gains offered by other services and =
at the same time, when it comes to offering the same level of efficiency =
in the service that they are responsible for providing, claim that they =
inhabit some sort of Arcadian grove where the writ of modern business =
management techniques does not run.
I guess that should be accompanied by sounds of more stirring!
Crispin.
2010/1/5 Crispin Weston <crispin.weston@alphalearning.co.uk>
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' =
purchasing
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 =
student
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, =
most
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
> 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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--=20
Neil Adam
Beacon ICT
Twitter: @NeilAdam
www.beaconict.co.uk=20
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<BODY lang=3DEN-GB link=3Dblue bgColor=3D#ffffff vLink=3Dblue>
<DIV><FONT size=3D2 face=3DArial>Hi Crispin et al</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>Apologies for appearing to misinterpret =
your angle=20
on this (see my footnote). Your recent email certainly outlines where =
you stand=20
on this and I appreciate that. My comments still stand though. The =
supermarket=20
analogy is a really useful starting point for discussing this and John's =
and=20
other's comments on what is useful / probably most desirable to parents =
is a=20
strong development of this also.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>I have 2 favourite quotes and a piece =
of useful=20
advice I was given a long time ago on this subject.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>The first quote is obviously the pig =
one, pithy or=20
not (lisping or otherwise :).</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>The second is Einstein's:</FONT></DIV>
<DIV>
<DT><FONT size=3D2 face=3DArial>"Not everything that can be counted =
counts, and not=20
everything that counts can be counted."</FONT></DT>
<DT><FONT size=3D2 face=3DArial>(again, apologies to Einstein if he does =
not=20
entirely share my view here, but I still like it)</FONT></DT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>The piece of advice I was given on =
making sound=20
assessments of curriculum levels is this;</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial>"Pick a number between 1 and 5 and =
chances are=20
you're not that far out." - </FONT><FONT size=3D2 face=3DArial>Pure=20
genius.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>To me, teaching is a two way process. I =
don't teach=20
the same stuff to the same pupil as anyone else because I would have a =
rough=20
long-term plan of what goes on where. Job done.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>The rest is down to me 'teaching'. I =
know if I=20
start discussing something with someone whether they are interested =
/ able=20
to understand what I'm saying / listening / struggling etc. I make this=20
judgement based on human traits I and they have and through a process of =
mutual=20
respect. I don't write it down. I just adjust what I'm saying as I say =
it, to=20
accomodate the sense of the person in front of me and the way in which =
they are=20
'taking' my meaning. I can still make the same point. We almost all do =
this=20
constantly and impercievably. If a pupil in the class has 'done this =
already at=20
my old school, sir' I make damn sure he/she gets a different angle / =
perspective=20
on it but that they still appear to be studying alongside their =
peers. I=20
may or may not write this down. Depends if I want to and if it's useful =
to me or=20
the pupil at the time. I certainly don't put it on line. I'm probably at =
the=20
pub.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>I believe I am able to do this because =
I had a good=20
upbringing and care about where other people are coming from. It's an =
approach=20
that works in mainstream settings, SEN, the curry house, Paddington =
Station and=20
Tiananmen square. Somewhere along the line teachers, friends and =
colleagues=20
allowed me to develop into somebody who knows who he is. If you as a =
teacher=20
think you can do this better on-line, then great. I accept that and am=20
happy about it. I won't be joining you.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>Furthermore, when I was at school I sat =
a series of=20
exams at precisely the same time as everyone else in the country whether =
I was=20
ready for it or not. The grade I got was personal to me, and presumably =
related=20
to whatever I wrote on the paper at the time. I'm unclear on how much =
more=20
'personalised' that grade could have got. However, I'm also very clear =
that that=20
grade in that exam relates to little other than my ability to get that =
grade in=20
that exam. What about it?</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>To me, assessment looks like a lesson =
plan. I=20
wouldn't have planned the lesson like that if I thought it was at the =
wrong=20
'level' or if it wasn't clearly the 'next step' in these pupils' =
learning. You=20
want to see how good my judgement is, pop your head in the door for 10 =
seconds.=20
You'll soon work it out.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>Draw a graph / don't draw a graph. It =
makes=20
absolutley no difference to me whatsoever. I never look at =
them.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>Just to make my position even more =
clear, if you=20
think that giving all pupils on free school meals a laptop is going to =
sort this=20
country out, you're an idiot. The divide is not digital. It's human. I =
can see=20
it quite clearly, but only when I'm not staring at this damn=20
laptop.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>I am confident that my views here will =
be seen=20
by some as out of line and unprofessional. And there's your =
problem in=20
a nutshell. More graphs, less emotion. God help us.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>Isn't it about time that people who =
like graphs and=20
records and stuff just go back to administrative roles rather than =
making the=20
rest of us feel like our lives aren't valid if they're not spellchecked =
and=20
coloured according to category? Who put them in charge ? =
That's NEVER=20
going to work. Natural administrators are never going to happily =
relinquish=20
control and power. They will simply introduce new systems on top of new =
systems=20
increasingly invalidating anybody else's point of view, humanity, art, =
music etc=20
Hopefully, the new drive provided by the thinkers behind the Primary =
Curriculum=20
review will force these people out of the picture because people will =
again get=20
a chance to see that there is potentially more to life on planet earth =
and that=20
life is just too short to get hung up on how much progress you made this =
week=20
compared to your 'statistical neighbour'. No one even talks to =
their REAL=20
neighbours anymore. Wake up. </FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>Something is wrong and the current =
level of=20
availability of online grades is really not likely to be the source of =
the=20
problem.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>There is only one purpose to life: To=20
live.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial>Take a deep breath... and =
begin.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>Alistair Goodwin</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial>Hants</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial>N.B. The views expressed in this email =
are mine,=20
not Crispin's... but I am perfectly happy to share them =
:-)</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<BLOCKQUOTE=20
style=3D"BORDER-LEFT: #000000 2px solid; PADDING-LEFT: 5px; =
PADDING-RIGHT: 0px; MARGIN-LEFT: 5px; MARGIN-RIGHT: 0px"=20
dir=3Dltr>
<DIV style=3D"FONT: 10pt arial">----- Original Message ----- </DIV>
<DIV=20
style=3D"FONT: 10pt arial; BACKGROUND: #e4e4e4; font-color: =
black"><B>From:</B>=20
<A title=3Dcrispin.weston@alphalearning.co.uk=20
href=3D"mailto:crispin.weston@alphalearning.co.uk">Crispin Weston</A> =
</DIV>
<DIV style=3D"FONT: 10pt arial"><B>To:</B> <A =
title=3Dadvisory@talk.naace.org=20
href=3D"mailto:advisory@talk.naace.org">'advisory'</A> </DIV>
<DIV style=3D"FONT: 10pt arial"><B>Sent:</B> Tuesday, January 05, 2010 =
6:57=20
PM</DIV>
<DIV style=3D"FONT: 10pt arial"><B>Subject:</B> RE: [Advisory] Online =
Reporting=20
in Schools</DIV>
<DIV><BR></DIV>
<DIV class=3DSection1>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">Hi=20
all,<o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">I seem to =
have=20
stirred something up here. Thanks to everyone=92s comments and =
apologies in=20
advance for a correspondingly long essay in=20
response.<o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">@Mike. I=20
agree.<o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">@Alistair: =
thanks for=20
the bouquet =96 but I think you may have misunderstood my position and =
I fear=20
that the bouquet might metamorphose into a brickbat. My point is =
that I=20
*<B><SPAN style=3D"FONT-WEIGHT: bold">agree</SPAN></B>* with Chris =
Gerry that=20
schools should become more like supermarkets in terms of their =
business=20
intelligence (though not, of course, in terms of the service they =
offer). My=20
criticism of real time reporting is not of the aspiration but of the =
failure=20
to put in place some of the essential prerequisites=20
beforehand.<o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">Of course I =
also=20
agree with the stuff about children being happy, fulfilled individuals =
=96 but I=20
am suspicious of what I take to be a suggestion that efficiency is the =
enemy=20
of happiness. People=92s happiness increases a little when they =
receive a public=20
service which is efficient and appropriate to their needs. My =
happiness=20
increases when I go into Tesco and find that they have my favourite =
type of=20
Taramosalata in stock and I am (moderately) grateful for the =
computerised=20
logistics systems which ensure that it is. A student becomes a little =
happier=20
when he receives teaching which is relevant to his needs and is not =
required=20
to sit in a classroom for years on end being taught things that he =
either=20
doesn=92t understand or already knows, just because the school =
hasn=92t bothered=20
accurately to assess and track what that student=92s learning needs=20
are.<o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">To respond =
to Jeff=92s=20
pithy comment:<o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt">=93</SPAN></FONT><FONT=20
size=3D2 face=3D"Courier New"><SPAN=20
style=3D"FONT-FAMILY: 'Courier New'; FONT-SIZE: 10pt">You can't fatten =
a pig by=20
weighing it!=94<o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">I agree =
that you=20
fatten a pig by feeding it. But you establish how much and what sort =
of food=20
to feed it by weighing it. Try telling a pig farmer that he should not =
bother=20
to weigh his pigs and I suspect he would tell you that you know =
nothing about=20
running a pig farm. Any efficient business is completely dependent on =
feedback=20
and analysis of what it is doing. The systems that we have in place =
for doing=20
this in education are generally extraordinarily=20
primitive.<o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">I have some =
sympathy=20
with Alistair=92s comment <o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt">=93</SPAN></FONT><FONT=20
size=3D2 face=3D"Courier New"><SPAN=20
style=3D"FONT-FAMILY: 'Courier New'; FONT-SIZE: 10pt">the graphs ? I =
seriously=20
do not <o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT size=3D2 face=3D"Courier New"><SPAN=20
style=3D"FONT-FAMILY: 'Courier New'; FONT-SIZE: 10pt">understand where =
they fit=20
in=94<o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">but the =
problem here=20
is not the fact that the data is being collected but that it is not =
being used=20
efficiently. Nothing is joined up. There is no benefit in collecting =
data just=20
for the sake of making pretty graphs. <o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">So what =
*<B><SPAN=20
style=3D"FONT-WEIGHT: bold">is</SPAN></B>* the point of collecting the =
data? It=20
seems to me that one of the primary criteria of efficiency in =
education=20
(putting aside motivation for a moment) is the correct pitching of =
teaching.=20
In my experience as a teacher, there is a time when a student is ready =
to=20
learn something. Apart from *<B><SPAN=20
style=3D"FONT-WEIGHT: bold">wanting</SPAN></B>* to learn it (again, a=20
motivational aspect), the student must have mastered the necessary=20
prerequisites. <o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">So the key=20
requirement for an efficient education system is managing progression, =
differentiation and personalisation to ensure that the right student =
gets the=20
right bit of teaching at the right time =96 just as a farmer gives the =
right=20
sort of food to the right pig or puts the right bit of fertilizer on =
the right=20
bit of the field. And in managerial terms for the classroom teacher, =
that is=20
an extremely complex managerial task.<o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">We start =
from an=20
extraordinarily antiquated system in which people are driven through =
the=20
syllabus in age-based cohorts, like troops being driven over the top =
at the=20
<st1:place w:st=3D"on">Somme</st1:place> in neat lines. But to get =
away from=20
this, we have to have systems capable of tracking students=92 =
individual=20
capabilities. This type of tracking of business effectiveness is so =
ubiquitous=20
and its value so widely accepted that I find it very strange that we =
are even=20
having this discussion as to whether we should be doing the same =
things in=20
education.<o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">Of course, =
in=20
education unlike farming, the student (unlike the pig) has an =
important say in=20
what he/she needs =96 but this is a question of where the data comes =
from and=20
does not undermine the need to track it. This links back to the =
motivational=20
aspect: I am more likely to be motivated if the system is tracking =
(and=20
responding to) my individual needs =96 and even more motivated if it =
is tracking=20
(and responding to) my individual wants. The whole point of modern =
business=20
intelligence systems is that they *<B><SPAN=20
style=3D"FONT-WEIGHT: bold">do</SPAN></B>* treat people as =
individuals, even=20
though there are large numbers of them in the=20
system.<o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">@Ray: I am =
not=20
criticising the software systems that are out there (either for =
tracking=20
student progress or even for e-portfolio </SPAN></FONT><FONT =
color=3Dnavy size=3D2=20
face=3DWingdings><SPAN=20
style=3D"FONT-FAMILY: Wingdings; COLOR: navy; FONT-SIZE: =
10pt">J</SPAN></FONT><FONT=20
color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt"> but rather =
the=20
difficulty of getting data in sufficient quality and quantity into =
these=20
systems. I do not see real-time reporting or the involvement of =
parents as a=20
pre-requisite but rather as a follow-on benefit from implementing =
effective=20
internal systems. So the fact that real-time reporting is a relatively =
recent=20
government target does not undermine the fact that, internally, the=20
requirement for business intelligence has been=20
long-standing.<o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">I support =
the=20
objective of real time reporting. The danger (as with so many other =
systems)=20
is that it will be introduced in response to what some Secretary of =
State=20
dreamed up in the bath, driven through by civil servants who are only=20
concerned to tick the right boxes, fail miserably to do anyone any =
good and=20
end up with people saying =93real time reporting doesn=92t work=94. It =
is very=20
important to manage the introduction of these projects properly and, =
in the=20
case of real-time reporting, this means ensuring that you have a =
sufficient=20
supply of data to the reporting =
component.<o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">Hardly any =
of these=20
components (real-time reporting, e-portfolio, learning tools, VLEs, =
MIS) is=20
really viable on its own =96 which is why interoperability ought to =
have been=20
the first thing to be fixed and why it has been such a disaster that =
it=20
wasn=92t. <o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">Re. the =
Moodle video=20
you link to =96 I completely agree with the point that this is making. =
The data=20
that the parent can see is the data which is being automatically =
managed by=20
Moodle from the online assignments. When it comes to offline =
assignments,=20
no-one is realistically going to sit down in the evening and key in =
the data.=20
So the more data is collected automatically (and I think most people =
would=20
agree that at the moment, the type of data being collected by Moodle, =
is=20
fairly rudimentary) the richer the online reporting to parents can =
become.=20
<o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">@John. I =
agree that=20
you need to show the right data to the right people in the right way =
(see=20
comments on drowning in data below). I agree with your analysis of =
what=20
parents probably want. But the fact that this is what you show to =
parents does=20
not mean that you should not be tracking other types of data as well, =
which=20
may be of interest to other people, either in raw or processed form. =
There may=20
be aspects of pupil=92s performance and competency which the =
over-pressed or=20
stand-in teacher is completely unaware =
of.<o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT color=3Dnavy size=3D2 face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">@Neil: I =
agree with=20
many of your concerns but not with your conclusion. My responses=20
inline.<o:p></o:p></SPAN></FONT></P>
<DIV=20
style=3D"BORDER-BOTTOM: medium none; BORDER-LEFT: blue 1.5pt solid; =
PADDING-BOTTOM: 0cm; PADDING-LEFT: 4pt; PADDING-RIGHT: 0cm; BORDER-TOP: =
medium none; BORDER-RIGHT: medium none; PADDING-TOP: 0cm">
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT size=3D3=20
face=3D"Times New Roman"><SPAN style=3D"FONT-SIZE: 12pt"><BR>All very =
well talking=20
bar codes, but learning outcomes are not "articles" that can be given =
an EAN=20
and scanned into a system. <FONT color=3Dnavy><SPAN=20
style=3D"COLOR: navy"><o:p></o:p></SPAN></FONT></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN style=3D"FONT-FAMILY: Arial; COLOR: navy; =
FONT-SIZE: 10pt">I=20
don=92t see why not. Has Johnny handed in a satisfactory piece of work =
demonstrating an understanding of Pythagoras? Yes? Bleep!=20
<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN style=3D"FONT-FAMILY: Arial; COLOR: navy; =
FONT-SIZE: 10pt">Of=20
course I exaggerate a bit and a binary =93bleep=94 does not represent =
particularly=20
high quality data =96 but other quantitative data like scores and =
grades are all=20
useful. You will get teachers to input comments wherever possible =96 =
and make=20
it as easy as possible for them to do so =96 but teacher comments are =
(a)=20
expensive and (b) are not always uber-reliable either. One of the big =
gains=20
for businesses in using the internet is in getting the customer to do =
a lot of=20
the data entry that clerical staff used to have to do. Which is my =
original=20
point: data entry is the killer and should be automated wherever=20
possible.<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">While I =
agree that=20
the definition of some teaching aims and outcomes are subjective, so =
are the=20
buying decisions of many shoppers. But complex, subjective buying =
decisions=20
can nevertheless, when analysed, demonstrate surprising degrees of=20
consistency. Maths models probability really quite=20
well.<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT size=3D3=20
face=3D"Times New Roman"><SPAN style=3D"FONT-SIZE: 12pt">That is the =
problem with=20
software and (even) performance/competency data - much of it has a =
subjective=20
element that "learning<FONT color=3Dnavy><SPAN style=3D"COLOR: navy">=20
</SPAN></FONT>software (really useful and compelling in its own =
right)" cannot=20
automatically assess and post into your data capture system. Then =
there's a=20
whole range of "softer" skills that are even harder to assess in that =
way, but=20
which are vital to modern life.<FONT color=3Dnavy><SPAN=20
style=3D"COLOR: navy"><o:p></o:p></SPAN></FONT></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN style=3D"FONT-FAMILY: Arial; COLOR: navy; =
FONT-SIZE: 10pt">So,=20
following from above, I agree about the subjectivity but do not see =
this as a=20
problem so long as the system recognises the fact of this=20
uncertainty.<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN style=3D"FONT-FAMILY: Arial; COLOR: navy; =
FONT-SIZE: 10pt">I=20
would call any measure of competency a =93competency claim=94, just as =
a=20
philosopher might talk about a =93truth claim=94. If you start to see =
a large=20
number of competency claims from different sources showing a =
significant=20
degree of consistency, you can start to talk about that student=92s =
competency=20
with some degree of confidence.<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">Competency =
claims=20
will very often be accompanied by the evidence (e.g. student output on =
a=20
student e-portfolio) which supports the claim. Quantitative data can =
be=20
qualified by comments. So the subjective element can be reviewed and=20
interpreted and conclusions moderated. The subjective tendencies of =
particular=20
assessors can also be tracked and compensated=20
for.<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">Also, I am =
proposing=20
the measurement of competency as an *<B><SPAN=20
style=3D"FONT-WEIGHT: bold">input</SPAN></B>* and not an *<B><SPAN=20
style=3D"FONT-WEIGHT: bold">output</SPAN></B>* of the system. A group =
of=20
students who are perceived to be weak on subtraction are not failed in =
their=20
end-of-course exams; but they are given some extra teaching before the =
introduction of a unit on long division. If that perception is =
misjudged in a=20
few cases, no very great harm has been done and the decision to make =
that=20
intervention can be quickly overridden. Making interventions based on =
some=20
kind of business intelligence seems to me to be preferable, even if =
the=20
intelligence is not perfect, to making no interventions at all. People =
might=20
say that, in the current environment, intervention is left to the =
professional=20
judgement of the teacher =96 but we all know that, 90% of the time, =
hardly=20
anything happens at all. The swill is just shovelled into the trough =
and the=20
pigs are left to fight for it.<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN style=3D"FONT-FAMILY: Arial; COLOR: navy; =
FONT-SIZE: 10pt">And=20
finally, while some =93soft=94 competencies are very subjective, =
others are=20
actually pretty straightforward. How good is someone=92s French vocab =
within a=20
particular domain? Not really that difficult for a computer-delivered =
activity=20
to measure with a fair degree of accuracy. For all the talk of =
advanced=20
conceptual skills, there is quite a lot of learning which is pretty =
humdrum.=20
One massive efficiency would be to ensure that the skilled graduate =
teacher=20
(who represents a valuable resource) should not be put in front of a =
class of=20
students who have not acquired the basic knowledge which will allow =
them to=20
access the particular thing that the skilled graduate teacher has to =
offer.=20
This is why Chris Gerry=92s approach combines business intelligence =
with=20
flexible grouping and staffing systems.<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT size=3D3=20
face=3D"Times New Roman"><SPAN style=3D"FONT-SIZE: 12pt">The =
Government (quite=20
reasonably) wants to reduce teacher workload through automation, but =
there=20
comes a point at which we have to ask "what can be reasonably" =
automated. As=20
it is, the reductionist approach is creating more and more problems =
with SATs=20
(let alone workload involved) as it becomes harder and harder to align =
the=20
capability that pupils display year-on-year. That of course begs the =
whole=20
norm vs criterion-referenced exam debate. <FONT color=3Dnavy><SPAN=20
style=3D"COLOR: navy"><o:p></o:p></SPAN></FONT></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN style=3D"FONT-FAMILY: Arial; COLOR: navy; =
FONT-SIZE: 10pt">I=20
think I agree with what you are saying here. I have never thought that =
a=20
paragraph of bureaucratic text (which is what criterion referencing =
gave us)=20
is sufficient to define a competency. Everyone understands the =
paragraph=20
differently, which has given governments the opportunity to manipulate =
results=20
data for their own purposes. I would see a competency definition as a =
=93live=94=20
thing, which lived through a continuous process of moderation, =
discussion and=20
revision. Which what good teachers do =
anyway.<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT size=3D3=20
face=3D"Times New Roman"><SPAN style=3D"FONT-SIZE: 12pt">At the moment =
people are=20
(because the current system is more reductionist, criterion-based) =
teaching to=20
the test and "standards" are going up. But is that actually educating =
children=20
better? Do they get to the next stage of education and into work =
actually more=20
capable (as against "competent")? I think not.<FONT color=3Dnavy><SPAN =
style=3D"COLOR: navy"><o:p></o:p></SPAN></FONT></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN style=3D"FONT-FAMILY: Arial; COLOR: navy; =
FONT-SIZE: 10pt">I=20
don=92t see any problem with teaching to the test if it is a good =
test. The=20
traditional academic essay, well examined, provided a real test of =
original=20
and creative thought and I do not think that I am alone in remembering =
that I=20
learnt more when revising for my major exams than in years of cruising =
along=20
in classrooms. OK =96 the academic essay is not appropriate to many =
students and=20
many types of examination =96 but I think that a properly =
reconstituted=20
examination system should be able to come up with tests which do not =
reward=20
mechanistic teaching or merely the regurgitation of rote=20
learning.<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT size=3D3=20
face=3D"Times New Roman"><SPAN style=3D"FONT-SIZE: 12pt">So, are we =
chasing our=20
tails by thinking we really can produce software-assessed learning =
tasks?=20
<FONT color=3Dnavy><SPAN=20
style=3D"COLOR: navy"><o:p></o:p></SPAN></FONT></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN style=3D"FONT-FAMILY: Arial; COLOR: navy; =
FONT-SIZE: 10pt">I=20
think there is a bit of a false dichotomy here between computer and =
teacher.=20
Some tasks (see above) can be computer assessed very easily =96 others =
cannot.=20
But in the latter case, the job of the teacher can be made very much =
easier by=20
being assisted by appropriate computer systems. The fact that I am =
writing=20
this on the computer does not dehumanize my thoughts, (whether you =
agree with=20
the views or not).<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT size=3D3=20
face=3D"Times New Roman"><SPAN style=3D"FONT-SIZE: 12pt">or does the =
VLE-emperor=20
have no clothes after all? <FONT color=3Dnavy><SPAN=20
style=3D"COLOR: navy"><o:p></o:p></SPAN></FONT></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN style=3D"FONT-FAMILY: Arial; COLOR: navy; =
FONT-SIZE: 10pt">I=20
think in many respects the VLE-emperor as currently implemented is a =
pretty=20
skimpy dresser. But that leaves a vacant imperial throne which I think =
you=20
will see being occupied by more capable systems which will bring the =
long=20
delayed digital revolution to schools. Any good software system =
requires some=20
kind of infrastructure-content set up. What sits in the vacated VLE =
throne=20
will be the infrastructure bits (plural) of the system.=20
<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT size=3D3=20
face=3D"Times New Roman"><SPAN style=3D"FONT-SIZE: 12pt">I tend to =
believe it is=20
rather naked and is going to remain so until the much vaunted but=20
yet-way-into-the-future true artificial intelligence is =
delivered.<FONT=20
color=3Dnavy><SPAN=20
style=3D"COLOR: navy"><o:p></o:p></SPAN></FONT></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN style=3D"FONT-FAMILY: Arial; COLOR: navy; =
FONT-SIZE: 10pt">I do=20
not think that there will ever be a magical (and rather spooky) total =
AI=20
solution =96 rather *<B><SPAN style=3D"FONT-WEIGHT: =
bold">sufficient</SPAN></B>*=20
intelligence for any particular task, with the ultimate intelligence =
always=20
coming back to the human teacher. This is all about supporting, not =
replacing,=20
the human teacher who (in supermarket terms) will always be the store =
manager.=20
People who have read too much Asimov and Orwell get very worked up =
about=20
dehumanising robots without noticing that they are using them all the =
time and=20
that the robots are fantastically useful.<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT size=3D3=20
face=3D"Times New Roman"><SPAN style=3D"FONT-SIZE: 12pt">I believe we =
should be=20
doing more to get resources and tools to learners to learn and to =
teachers to=20
help them teach, but not get so hung up chasing a data-driven =
dream.<FONT=20
color=3Dnavy><SPAN=20
style=3D"COLOR: navy"><o:p></o:p></SPAN></FONT></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN style=3D"FONT-FAMILY: Arial; COLOR: navy; =
FONT-SIZE: 10pt">I do=20
not think that resources-and-tools on the one hand and data on the =
other are=20
separable. To take Microsoft Word as an example: it produces documents =
(i.e.=20
data). It simplifies the task by saving style sheets (more data). =
Every time=20
it launches it reads my preferences (more data) from an initialisation =
file.=20
When I am half way through writing a document, I can save state (data =
again).=20
And in a formal teaching context, when a teacher asks the class to do=20
something, doesn=92t the teacher expect to see what the students have =
done, if=20
anything?<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN style=3D"FONT-FAMILY: Arial; COLOR: navy; =
FONT-SIZE: 10pt">One=20
of the major problems with learning resources and tools at the moment =
(and=20
which we are trying to address through the BECTA/ISB Content Packaging =
project) is the fact that so much learning content is =93static=94 and =
not data=20
aware =96 it does not contextualise, personalise, adapt and=20
report.<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN style=3D"FONT-FAMILY: Arial; COLOR: navy; =
FONT-SIZE: 10pt">Much=20
of this data does not cross the human=92s retina =96 it works in the =
background.=20
People drown not because the sea is big but because they can=92t swim. =
People=20
=93drown in data=94 not because there is too much data but because it =
is not=20
understandable or because it is not useful or they are show the wrong =
sort or=20
in the wrong way. John Wasteney says that parents do not want to see=20
attendance records but they do like to receive a text message when =
their child=20
hasn=92t turned up to school. Quite agree. But that is a point about =
the=20
presentation of data, not about whether data is a good thing in=20
itself.<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN style=3D"FONT-FAMILY: Arial; COLOR: navy; =
FONT-SIZE: 10pt">One=20
of the characteristics of modern technology is how user interfaces =
have become=20
very much simpler to use. Good software will collect the data, make =
sense of=20
the data, and present to the teacher only what the teacher finds =
useful.=20
Substitute parent/student/head teacher/special needs adviser etc for =
teacher=20
as required.<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN style=3D"FONT-FAMILY: Arial; COLOR: navy; =
FONT-SIZE: 10pt">In=20
summary, my position is that data is the life-blood of any modern =
business and=20
education is a very large, very complex, very expensive business.=20
<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN style=3D"FONT-FAMILY: Arial; COLOR: navy; =
FONT-SIZE: 10pt">Some=20
data is very straightforward and objective. Some is more subjective =
and=20
nuanced. So create systems which run the right horse on the right =
course.=20
Codify and measure where you can (because codification allows =
automation), use=20
free text where you need nuance and interpretation. I can=92t see the=20
problem.<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: 10pt">Ultimately, =
it=20
doesn=92t seem to me to be very reasonable that teachers should =
benefit from the=20
efficiency gains offered by other services and at the same time, when =
it comes=20
to offering the same level of efficiency in the service that they are=20
responsible for providing, claim that they inhabit some sort of =
Arcadian grove=20
where the writ of modern business management techniques does not=20
run.<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN style=3D"FONT-FAMILY: Arial; COLOR: navy; =
FONT-SIZE: 10pt">I=20
guess that should be accompanied by sounds of more=20
stirring!<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT color=3Dnavy =
size=3D2=20
face=3DArial><SPAN=20
style=3D"FONT-FAMILY: Arial; COLOR: navy; FONT-SIZE: =
10pt">Crispin.<o:p></o:p></SPAN></FONT></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><FONT size=3D3=20
face=3D"Times New Roman"><SPAN=20
style=3D"FONT-SIZE: 12pt"><BR><BR><BR><o:p></o:p></SPAN></FONT></P>
<DIV>
<P class=3DMsoNormal><FONT size=3D3 face=3D"Times New Roman"><SPAN=20
style=3D"FONT-SIZE: 12pt">2010/1/5 Crispin Weston <<A=20
=
href=3D"mailto:crispin.weston@alphalearning.co.uk">crispin.weston@alphale=
arning.co.uk</A>><o:p></o:p></SPAN></FONT></P>
<P class=3DMsoNormal><FONT size=3D3 face=3D"Times New Roman"><SPAN=20
style=3D"FONT-SIZE: 12pt">It has always struck me that the real-time =
reporting=20
agenda has a massive<BR>missing piece: where is the data that you are =
meant to=20
be reporting on?<BR>I thought Chris Gerry (an innovative Head Teacher =
from=20
<st1:country-region w:st=3D"on"><st1:place=20
w:st=3D"on">Kent</st1:place></st1:country-region>) made =
an<BR>excellent=20
presentation at the NAACE autumn conference, pointing out =
that<BR>while Tesco=20
analyses data on virtually every aspect of shoppers'=20
purchasing<BR>preferences, schools are, in terms of business =
intelligence,=20
still in a sort<BR>of Dickensian Dark Age of paper-based ledgers. Most =
schools=20
have very little<BR>useful performance or competency data in their =
systems.=20
There's a big<BR>emphasis on attendance, I suspect, because it is =
about the=20
only useful<BR>real-time data that schools have.<BR>The feet of clay =
of any=20
business intelligence system is data input - and<BR>manual input is =
never the=20
answer. The revolution for the supermarkets lay in<BR>the bar-code =
reader. The=20
revolution for schools will be when learning<BR>software (really =
useful and=20
compelling in its own right) can report student<BR>performance and =
competence=20
straight into central systems, which must also of<BR>course be able to =
make=20
sense of that data.<BR>I think that until this kind of interoperable =
data flow=20
is sorted out, most<BR>of the energy in real time reporting programme =
will go=20
on covering up the<BR>fact that schools will simply be unable to =
deliver what=20
has been promised by<BR>the government.<BR>Crispin.<BR><BR><BR>>=20
-----Original Message-----<BR>> From: <A=20
=
href=3D"mailto:advisory-admin@talk.naace.org">advisory-admin@talk.naace.o=
rg</A>=20
[mailto:<A href=3D"mailto:advisory-">advisory-</A><BR>> <A=20
href=3D"mailto:admin@talk.naace.org">admin@talk.naace.org</A>] On =
Behalf Of=20
Colin J Revell<BR>> Sent: 31 December 2009 18:05<BR>> To: <A=20
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</A>; =
<A=20
=
href=3D"mailto:secondary@talk.naace.org">secondary@talk.naace.org</A><BR>=
>=20
Subject: [Advisory] Online Reporting in Schools<BR>><BR>> Some =
thought=20
for comment;<BR>><BR>> Being as I am in the process of rolling =
out=20
secure online access to<BR>> parents<BR>> I find it interesting =
that=20
there is very little "official"<BR>> information about<BR>> this =
that I=20
have come across. If you search online for real time<BR>> =
reporting<BR>>=20
to parents or similar, you mainly get references to the letter =
that<BR>> Ed=20
Balls<BR>> released at BETT in Jan 2008.<BR>><BR>> Where is =
the=20
official guidance of exactly what has to be done, by<BR>> whom =
and<BR>>=20
by when - as far as I can see there is more rumour than =
substance<BR>> and=20
I am<BR>> wandering, in my more cynical moments, how much of the =
momentum=20
for<BR>> this<BR>> change is coming from the MIS=20
providers?<BR>><BR>> Colin<BR>><BR>> -----Original=20
Message-----<BR>> From: <A=20
=
href=3D"mailto:secondary-admin@talk.naace.org">secondary-admin@talk.naace=
.org</A>=20
[mailto:<A href=3D"mailto:secondary-">secondary-</A><BR>> <A=20
href=3D"mailto:admin@talk.naace.org">admin@talk.naace.org</A>]<BR>> =
On Behalf=20
Of Tony Parkin<BR>> Sent: 31 December 2009 14:22<BR>> To: <A=20
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</A>; =
<A=20
=
href=3D"mailto:secondary@talk.naace.org">secondary@talk.naace.org</A><BR>=
>=20
Cc: Ray Tolley<BR>> Subject: RE: [Secondary] FW: [Advisory] Online=20
Reporting in Primary<BR>> Schools<BR>><BR>> =
Fergus<BR>><BR>>=20
... and it may be worth a reminder to those schools exploring=20
this<BR>> journey<BR>> of the 'expectations' in this area, as =
currently=20
delineated on the<BR>> Becta<BR>> website.....?<BR>> Ray =
might even=20
like to ask suppliers in his calls how their<BR>> offerings<BR>> =
measure=20
up against these requirements?<BR>><BR>> "What is online=20
reporting?<BR>><BR>> Online reporting involves using ICT to =
enable=20
parents to receive and<BR>> access<BR>> information about their=20
children's work, progress, attendance and<BR>> behaviour<BR>> =
when and=20
where they want, using secure, online access.<BR>><BR>> What do =
I have=20
to do and when?<BR>><BR>> Secondary schools are expected to make =
the=20
following information<BR>> available<BR>> to parents through =
secure=20
online access by September 2010:<BR>> * Attendance =
and=20
behaviour (both positive and challenging)<BR>> * =
Progress and=20
attainment<BR>> * Special needs<BR>> All primary =
schools=20
are expected to achieve this by September 2012."<BR>><BR>> It is =
worth=20
noting that not all these aspects are addressed in some<BR>> of =
the<BR>>=20
solutions being promoted to schools as ideal ways of meeting =
these<BR>>=20
aspirations.<BR>><BR>> Also perhaps that 'real-time reporting', =
though=20
clearly invaluable<BR>> and<BR>> undoubtedly welcomed by =
parents, is NOT=20
part of the specification?<BR>><BR>> Tony<BR>>=20
--------------------------------------------<BR>> Tony =
Parkin<BR>> Head=20
of ICT Development<BR>> <st1:place w:st=3D"on"><st1:PlaceName=20
w:st=3D"on">Specialist</st1:PlaceName> <st1:PlaceType=20
w:st=3D"on">Schools</st1:PlaceType></st1:place> & Academies =
Trust<BR>>=20
17th Floor, <st1:place w:st=3D"on"><st1:PlaceName=20
w:st=3D"on">Millbank</st1:PlaceName> <st1:PlaceType=20
w:st=3D"on">Tower</st1:PlaceType></st1:place><BR>> 21-24 =
Millbank<BR>>=20
<st1:place w:st=3D"on"><st1:City w:st=3D"on">London</st1:City> =
<st1:PostalCode=20
w:st=3D"on">SW1P 4QP</st1:PostalCode></st1:place><BR>><BR>> <A=20
=
href=3D"mailto:Email%3Atony.parkin@ssatrust.org.uk">Email:tony.parkin@ssa=
trust.org.uk</A><BR>>=20
Tel: +44 20 7802 2306<BR>> Mob:+44 07739 436073<BR>> Skype:=20
parkintony<BR>> MSN: <A=20
=
href=3D"mailto:a.c.parkin@hotmail.co.uk">a.c.parkin@hotmail.co.uk</A><BR>=
>=20
--------------------------------------------<BR>>=20
________________________________________<BR>> From: <A=20
=
href=3D"mailto:secondary-admin@talk.naace.org">secondary-admin@talk.naace=
.org</A>=20
[secondary-<BR>> <A=20
href=3D"mailto:admin@talk.naace.org">admin@talk.naace.org</A>] =
On<BR>> Behalf=20
Of Ray Tolley [<A=20
=
href=3D"mailto:rjt@maximise-ict.co.uk">rjt@maximise-ict.co.uk</A>]<BR>>=
; Sent:=20
31 December 2009 12:41<BR>> To: <A=20
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</A>; =
<A=20
=
href=3D"mailto:secondary@talk.naace.org">secondary@talk.naace.org</A><BR>=
>=20
Subject: [Secondary] FW: [Advisory] Online Reporting in =
Primary<BR>>=20
Schools<BR>><BR>> Hi, Fergus,<BR>><BR>> I agree with Tony =
up to a=20
point, but 'reports' are always about past<BR>> experience and =
possibly=20
previous teaching and learning styles. I<BR>> did a<BR>> =
quick=20
phone-round of some of the suppliers but unfortunately they<BR>> =
were=20
all<BR>> on holiday.<BR>><BR>> I have my own ideas on the =
benefits of=20
on-line reporting and will<BR>> 'interrogate' leading known =
suppliers as to=20
how they see on-line<BR>> reporting<BR>> moving in the near =
future. - I=20
will report back shortly - probably<BR>> next<BR>> =
week.<BR>><BR>>=20
Meanwhile, I would suggest that there are three different aspects =
to<BR>>=20
this<BR>> issue:<BR>><BR>> 1. The appropriate access to =
real-time reporting of progress<BR>> through<BR>> activities =
completed=20
using some form of assessment software like<BR>> =
'SmartAssess';<BR>> 2.=20
The reporting written by teachers, that can be reasonably =
up-to-<BR>>=20
date,<BR>> such as provided by SERCO/CMIS/Facility;<BR>> 3. =
The=20
formative and possibly informal reporting available through<BR>> a=20
good<BR>> e-Portfolio system.<BR>><BR>> I'm sure that there =
are=20
several other competitive products - but<BR>> firstly it<BR>> =
will=20
depend on your present VLE provider.<BR>><BR>> PS: BETT =
will be a=20
good source of advice even if coloured by some<BR>> degree =
of<BR>>=20
'sales pitch'.<BR>><BR>> Best Wishes,<BR>><BR>> Ray Tolley =
FEIDCT, NAACE Fellow, ACQI, MBILD<BR>> ICT Education=20
Consultant<BR>> Maximise ICT Ltd<BR>> P: <A=20
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"=20
target=3D_blank>http://raytolley.v2efolioworld.mnscu.edu/</A><BR>> =
B:=20
<A href=3D"http://www.efoliointheuk.blogspot.com/"=20
target=3D_blank>http://www.efoliointheuk.blogspot.com/</A><BR>> W: =
<A=20
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"=20
=
target=3D_blank>http://www.maximise-ict.co.uk/eFolio-01.htm</A><BR>> =
Winner=20
of the IMS 'Leadership Regional Award 2009'<BR>><BR>> =
-----Original=20
Message-----<BR>> From: <A=20
=
href=3D"mailto:advisory-admin@talk.naace.org">advisory-admin@talk.naace.o=
rg</A>=20
[mailto:<A href=3D"mailto:advisory-">advisory-</A><BR>> <A=20
href=3D"mailto:admin@talk.naace.org">admin@talk.naace.org</A>]<BR>> =
On Behalf=20
Of Fergus Reynolds<BR>> Sent: 31 December 2009 09:18<BR>> To: <A =
=
href=3D"mailto:advisory@talk.naace.org">advisory@talk.naace.org</A><BR>&g=
t;=20
Subject: [Advisory] Online Reporting in Primary =
Schools<BR>><BR>>=20
Colleagues,<BR>><BR>> Does anybody have any advice, hints or =
tips on=20
developing online<BR>> reporting in Primary schools? I am =
interested in=20
examples of good<BR>> practice and any suggestions colleagues may =
have to=20
help avoid<BR>> pitfalls in getting going. I am also interested in =
any=20
schools that<BR>> colleagues could recommend as examples of good =
practice=20
in this area<BR>> -<BR>> especially in the North West of =
England. Any=20
help, comments, etc<BR>> appreciated.<BR>> I am happy to receive =
responses offline if colleagues prefer that. I<BR>> would be happy =
to=20
collate responses if anyone would be interested in<BR>> receiving =
that.=20
Thanks in anticipation.<BR>><BR>> Best wishes for a Happy =
new=20
Year<BR>><BR>> Fergus Reynolds<BR>>=20
_______________________________________________<BR>> Advisory =
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