[Advisory] Online Reporting in Schools - A serious rant
Alistair Goodwin
sen.ict@ntlworld.com
Wed, 6 Jan 2010 14:19:46 -0000
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Hi Ray
No. I agree. at least in so much as John's concept of what parents would =
find genuinely useful in trying to engage and support their pupil's =
learning is concerned and in so much as having any of your computerised =
work available online, 'cause why wouldn't you ? Personally, I like your =
anecdote and am happy to support people developing this kind of =
approach, if it's working for them. But, let's not take our eyes off the =
reality of what is really happening here in education. If the current =
climate continues to be allowed to thrive, then the funding and the =
support will not go towards supporting the development of your anecdotal =
evidence. It will pass from one 'administrator' to another, because 'all =
you would have to show for it' would be an anecdote whilst 'they' would =
be able to show 'real' benefits, ie another boring graph.
I think some people genuinely would like schools to be a bit more like =
supermarkets. I can't understand why, other than how easy administration =
would be if we were all literally vegetables.
I am under no illusion about how this is likely to develop. I feel duty =
bound to do what i can to try and head this off at the pass. Not just =
the online agenda, but the underlying principles that are masked by its =
potential development in what i see to be the wrong direction for, not =
just ICT in the UK, but potentially the state of the world.
I too think we could have been at the brink of something very exciting. =
However, I don't think for a minute that your anecdote will hold any =
water in 5 years time if we don't rant like lunatics about this now.
I'm starting to think I might just be rubbish at email and it's hard to =
convey what I mean. I am not trying to disagree with anybody =
necessarily. I'm trying to understand why a system for generating new =
levels of uninteresting information might be sought after, whilst also =
trying to flag up something much more important about the state of our =
nation which online graphs (and yes that IS what we will probably end up =
with) will only consolidate. None of it's important. None of it. My =
child might be level 1, he might be level 10. He might be an alien. I =
don't care. He's my child. I would like to know how his life is going, =
that he and the people around him genuinely know who he is and that he =
is going to live in a world where that's OK.
I'm upset that that will be viewed as somehow unsubstantiated, =
unprofessional or invalid. In fact, I'm upset that your anecdote may not =
be used as a benchmark for developing online systems because it's not on =
a spreadsheet.
I'm going outside now to hopefully snowball someone I've never met.
Alistair
----- Original Message -----=20
From: Ray Tolley=20
To: advisory@talk.naace.org ; secondary@talk.naace.org=20
Sent: Wednesday, January 06, 2010 1:19 PM
Subject: RE: [Advisory] Online Reporting in Schools - A serious rant
Allistair,
=20
I like your style and appreciate where you are coming from after my =
own 45 years at the chalkface.
=20
However, this on-line reporting 'thing' is not about grades or graphs =
it is about progress and process. In other words where the learner has =
come from, where they are now and where they want to get to.
=20
Does not my anecdote related previously suggest that the parent/carer =
will have a better insight of their child's progress through seeing the =
actual evidences of work done and progress made? And for that matter =
not being suddenly surprised at the Parents' Meeting?
=20
I worked with CMIS in a school some 5-6 years ago and could well see =
the potential for 'anytime annotation' of a child's progress which could =
then be accessed as near as anything at any point in time by (at that =
time) teachers. This, to me is what 'real-time' reporting is about. No =
pressure on the teacher to meet the massive deadlines of end-of-term =
reports written late at night in a stupor of tiredness. But rather a =
progressive compilation of formative feedback along with the automated =
and monitored documentation of collaborative self-assessments as and =
when completed.
=20
As others have said, we are at the brink of something very exciting. =
Let's all pull together in (approximately) the same direction!
=20
BW
=20
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'
=20
From: advisory-admin@talk.naace.org =
[mailto:advisory-admin@talk.naace.org] On Behalf Of Alistair Goodwin
Sent: 06 January 2010 12:24
To: Crispin Weston; 'advisory'
Subject: [Advisory] Online Reporting in Schools - A serious rant
=20
Hi Crispin et al
=20
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.
=20
I have 2 favourite quotes and a piece of useful advice I was given a =
long time ago on this subject.
=20
The first quote is obviously the pig one, pithy or not (lisping or =
otherwise :).
=20
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)
=20
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.
=20
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.
=20
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.
=20
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.
=20
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?
=20
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.
=20
Draw a graph / don't draw a graph. It makes absolutley no difference =
to me whatsoever. I never look at them.
=20
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.
=20
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.
=20
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
=20
Something is wrong and the current level of availability of online =
grades is really not likely to be the source of the problem.
=20
There is only one purpose to life: To live.
Take a deep breath... and begin.
=20
=20
Alistair Goodwin
Hants
N.B. The views expressed in this email are mine, not Crispin's... but =
I am perfectly happy to share them :-)
=20
=20
----- 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
=20
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
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Beacon ICT
Twitter: @NeilAdam
www.beaconict.co.uk=20
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<BODY lang=3DEN-GB link=3Dblue bgColor=3Dwhite vLink=3Dblue>
<DIV><FONT size=3D2 face=3DArial>Hi Ray</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>No. I agree. at least in so much =
as John's=20
concept of what parents would find genuinely useful in trying to engage =
and=20
support their pupil's learning is concerned and in so much as having any =
of your=20
computerised work available online, 'cause why wouldn't you =
? Personally, I=20
like your anecdote and am happy to support people developing this kind =
of=20
approach, if it's working for them. But, let's not take our eyes off the =
reality=20
of what is really happening here in education. If the current climate =
continues=20
to be allowed to thrive, then the funding and the support will not go =
towards=20
supporting the development of your anecdotal evidence. It will pass from =
one=20
'administrator' to another, because 'all you would have to show for it' =
would be=20
an anecdote whilst 'they' would be able to show 'real' benefits, ie =
another=20
boring graph.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>I think some people genuinely would =
like schools to=20
be a bit more like supermarkets. I can't understand why, other than how=20
easy administration would be if we were all literally=20
vegetables.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>I am under no illusion about how =
this is=20
likely to develop. I feel duty bound to do what i can to try and head =
this off=20
at the pass. Not just the online agenda, but the underlying principles =
that are=20
masked by its potential development in what i see to be the wrong =
direction for,=20
not just ICT in the UK, but potentially the state of the =
world.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>I too think we could have been at the =
brink of=20
something very exciting. However, I don't think for a minute that your =
anecdote=20
will hold any water in 5 years time if we don't rant like lunatics=20
about this now.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>I'm starting to think I might just be =
rubbish at=20
email and it's hard to convey what I mean. I am not trying to disagree =
with=20
anybody necessarily. I'm trying to understand why a system for =
generating new=20
levels of uninteresting information might be sought after, whilst also =
trying to=20
flag up something much more important about the state of our nation =
which online=20
graphs (and yes that IS what we will probably end up with) will only=20
consolidate. None of it's important. None of it. My child might be level =
1, he=20
might be level 10. He might be an alien. I don't care. He's my child. I =
would=20
like to know how his life is going, that he and the people around him =
genuinely=20
know who he is and that he is going to live in a world where =
that's=20
OK.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>I'm upset that that will be viewed as =
somehow=20
unsubstantiated, unprofessional or invalid. In fact, I'm upset that your =
anecdote may not be used as a benchmark for developing online systems =
because=20
it's not on a spreadsheet.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>I'm going outside now to hopefully =
snowball someone=20
I've never met.</FONT></DIV>
<DIV><FONT size=3D2 face=3DArial></FONT> </DIV>
<DIV><FONT size=3D2 face=3DArial>Alistair</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=3Drjt@maximise-ict.co.uk =
href=3D"mailto:rjt@maximise-ict.co.uk">Ray=20
Tolley</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@talk.naace.org</A> ; =
<A=20
title=3Dsecondary@talk.naace.org=20
href=3D"mailto:secondary@talk.naace.org">secondary@talk.naace.org</A> =
</DIV>
<DIV style=3D"FONT: 10pt arial"><B>Sent:</B> Wednesday, January 06, =
2010 1:19=20
PM</DIV>
<DIV style=3D"FONT: 10pt arial"><B>Subject:</B> RE: [Advisory] Online =
Reporting=20
in Schools - A serious rant</DIV>
<DIV><BR></DIV>
<DIV class=3DSection1>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt">Allistair,<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt">I=20
like your style and appreciate where you are coming from after my own =
45 years=20
at the chalkface.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt">However,=20
this on-line reporting =91thing=92 is not about grades or graphs it is =
about=20
progress and process. In other words where the learner has come =
from,=20
where they are now and where they want to get =
to.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt">Does=20
not my anecdote related previously suggest that the parent/carer will =
have a=20
better insight of their child=92s progress through seeing the actual =
evidences=20
of work done and progress made? And for that matter not being =
suddenly=20
surprised at the Parents=92 Meeting?<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt">I=20
worked with CMIS in a school some 5-6 years ago and could well see the =
potential for =91anytime annotation=92 of a child=92s progress which =
could then be=20
accessed as near as anything at any point in time by (at that time)=20
teachers. This, to me is what =91real-time=92 reporting is =
about. No=20
pressure on the teacher to meet the massive deadlines of end-of-term =
reports=20
written late at night in a stupor of tiredness. But rather a =
progressive=20
compilation of formative feedback along with the automated and =
monitored=20
documentation of collaborative self-assessments as and when=20
completed.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt">As=20
others have said, we are at the brink of something very =
exciting. Let=92s=20
all pull together in (approximately) the same =
direction!<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt">BW<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt"><o:p> </o:p></SPAN></P>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: #1f497d; FONT-SIZE: =
10pt">Ray=20
Tolley </SPAN><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: #1f497d; FONT-SIZE: =
8pt">FEIDCT,=20
NAACE Fellow, ACQI, MBILD</SPAN><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: #1f497d; FONT-SIZE: =
10pt"><BR>ICT=20
Education Consultant<BR>Maximise ICT Ltd<BR>P: </SPAN><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt"><A=20
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: =
10pt">http://raytolley.v2efolioworld.mnscu.edu/</SPAN></A></SPAN><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: #1f497d; FONT-SIZE: =
10pt"><o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: #1f497d; FONT-SIZE: =
10pt">B: =20
</SPAN><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt"><A=20
href=3D"http://www.efoliointheuk.blogspot.com/"><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: =
10pt">http://www.efoliointheuk.blogspot.com/</SPAN></A></SPAN><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: #1f497d; FONT-SIZE: =
10pt"><BR>W: =20
</SPAN><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt"><A=20
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: =
10pt">http://www.maximise-ict.co.uk/eFolio-01.htm</SPAN></A></SPAN><SPAN =
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: #1f497d; FONT-SIZE: =
10pt"><BR></SPAN><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: #c00000; FONT-SIZE: =
10pt">Winner=20
of the IMS 'Leadership Regional Award 2009'</SPAN><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt"><o:p></o:p></SPAN></P></DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Calibri','sans-serif'; COLOR: #1f497d; =
FONT-SIZE: 11pt"><o:p> </o:p></SPAN></P>
<DIV>
<DIV=20
style=3D"BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; =
PADDING-BOTTOM: 0cm; PADDING-LEFT: 0cm; PADDING-RIGHT: 0cm; BORDER-TOP: =
#b5c4df 1pt solid; BORDER-RIGHT: medium none; PADDING-TOP: 3pt">
<P class=3DMsoNormal><B><SPAN=20
style=3D"FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt"=20
lang=3DEN-US>From:</SPAN></B><SPAN=20
style=3D"FONT-FAMILY: 'Tahoma','sans-serif'; FONT-SIZE: 10pt" =
lang=3DEN-US>=20
advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] =
<B>On=20
Behalf Of </B>Alistair Goodwin<BR><B>Sent:</B> 06 January 2010=20
12:24<BR><B>To:</B> Crispin Weston; 'advisory'<BR><B>Subject:</B> =
[Advisory]=20
Online Reporting in Schools - A serious =
rant<o:p></o:p></SPAN></P></DIV></DIV>
<P class=3DMsoNormal><o:p> </o:p></P>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">Hi =
Crispin et=20
al</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">Apologies =
for=20
appearing to misinterpret your angle on this (see my footnote). Your =
recent=20
email certainly outlines where you stand on this and I appreciate =
that. My=20
comments still stand though. The supermarket analogy is a really =
useful=20
starting point for discussing this and John's and other's comments on =
what is=20
useful / probably most desirable to parents is a strong development=20
of this also.</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">I have 2 =
favourite=20
quotes and a piece of useful advice I was given a long time ago on =
this=20
subject.</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">The first =
quote is=20
obviously the pig one, pithy or not (lisping or otherwise=20
:).</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">The =
second is=20
Einstein's:</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">"Not =
everything=20
that can be counted counts, and not everything that counts can be=20
counted."</SPAN><o:p></o:p></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">(again, =
apologies=20
to Einstein if he does not entirely share my view here, but I still =
like=20
it)</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">The piece =
of advice=20
I was given on making sound assessments of curriculum levels is=20
this;</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">"Pick a =
number=20
between 1 and 5 and chances are you're not that far out." - Pure=20
genius.</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">To me, =
teaching is=20
a two way process. I don't teach the same stuff to the same pupil as =
anyone=20
else because I would have a rough long-term plan of what goes on =
where. Job=20
done.</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">The rest =
is down to=20
me 'teaching'. I know if I start discussing something with =
someone=20
whether they are interested / able to understand what I'm saying / =
listening /=20
struggling etc. I make this judgement based on human traits I and they =
have=20
and through a process of mutual respect. I don't write it down. I just =
adjust=20
what I'm saying as I say it, to accomodate the sense of the person in =
front of=20
me and the way in which they are 'taking' my meaning. I can still make =
the=20
same point. We almost all do this constantly and impercievably. If a =
pupil in=20
the class has 'done this already at my old school, sir' I make damn =
sure=20
he/she gets a different angle / perspective on it but that they =
still=20
appear to be studying alongside their peers. I may or may not write =
this down.=20
Depends if I want to and if it's useful to me or the pupil at the =
time. I=20
certainly don't put it on line. I'm probably at the=20
pub.</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">I believe =
I am able=20
to do this because I had a good upbringing and care about where other =
people=20
are coming from. It's an approach that works in mainstream settings, =
SEN, the=20
curry house, Paddington Station and Tiananmen square. Somewhere along =
the line=20
teachers, friends and colleagues allowed me to develop into somebody =
who knows=20
who he is. If you as a teacher think you can do this better on-line, =
then=20
great. I accept that and am happy about it. I won't be =
joining=20
you.</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: =
10pt">Furthermore, when I=20
was at school I sat a series of exams at precisely the same time as =
everyone=20
else in the country whether I was ready for it or not. The grade I got =
was=20
personal to me, and presumably related to whatever I wrote on the =
paper at the=20
time. I'm unclear on how much more 'personalised' that grade could =
have got.=20
However, I'm also very clear that that grade in that exam relates to =
little=20
other than my ability to get that grade in that exam. What about=20
it?</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">To me, =
assessment=20
looks like a lesson plan. I wouldn't have planned the lesson like that =
if I=20
thought it was at the wrong 'level' or if it wasn't clearly the 'next =
step' in=20
these pupils' learning. You want to see how good my judgement is, pop =
your=20
head in the door for 10 seconds. You'll soon work it=20
out.</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">Draw a =
graph /=20
don't draw a graph. It makes absolutley no difference to me =
whatsoever. I=20
never look at them.</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">Just to =
make my=20
position even more clear, if you think that giving all pupils on free =
school=20
meals a laptop is going to sort this country out, you're an idiot. The =
divide=20
is not digital. It's human. I can see it quite clearly, but only when =
I'm not=20
staring at this damn laptop.</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">I am =
confident that=20
my views here will be seen by some as out of line and=20
unprofessional. And there's your problem in a nutshell. More graphs, =
less=20
emotion. God help us.</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">Isn't it =
about time=20
that people who like graphs and records and stuff just go back to=20
administrative roles rather than making the rest of us feel like our =
lives=20
aren't valid if they're not spellchecked and coloured according to =
category?=20
Who put them in charge ? That's NEVER going to work. Natural =
administrators are never going to happily relinquish control and =
power. They=20
will simply introduce new systems on top of new systems increasingly=20
invalidating anybody else's point of view, humanity, art, music etc =
Hopefully,=20
the new drive provided by the thinkers behind the Primary Curriculum =
review=20
will force these people out of the picture because people will again =
get a=20
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. </SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">Something =
is wrong=20
and the current level of availability of online grades is really not =
likely to=20
be the source of the problem.</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">There is =
only one=20
purpose to life: To live.</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">Take a =
deep=20
breath... and begin.</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">Alistair=20
Goodwin</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: =
10pt">Hants</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">N.B. The =
views=20
expressed in this email are mine, not Crispin's... but I am=20
perfectly happy to share them :-)</SPAN><o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<DIV>
<P class=3DMsoNormal> <o:p></o:p></P></DIV>
<BLOCKQUOTE=20
style=3D"BORDER-BOTTOM: medium none; BORDER-LEFT: black 1.5pt solid; =
PADDING-BOTTOM: 0cm; MARGIN: 5pt 0cm 5pt 3.75pt; PADDING-LEFT: 4pt; =
PADDING-RIGHT: 0cm; BORDER-TOP: medium none; BORDER-RIGHT: medium none; =
PADDING-TOP: 0cm">
<DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt">----- =
Original=20
Message ----- <o:p></o:p></SPAN></P></DIV>
<DIV>
<P style=3D"BACKGROUND: #e4e4e4" class=3DMsoNormal><B><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: =
10pt">From:</SPAN></B><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt"> <A=20
title=3Dcrispin.weston@alphalearning.co.uk=20
href=3D"mailto:crispin.weston@alphalearning.co.uk">Crispin =
Weston</A>=20
<o:p></o:p></SPAN></P></DIV>
<DIV>
<P class=3DMsoNormal><B><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: =
10pt">To:</SPAN></B><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt"> <A=20
title=3Dadvisory@talk.naace.org=20
href=3D"mailto:advisory@talk.naace.org">'advisory'</A>=20
<o:p></o:p></SPAN></P></DIV>
<DIV>
<P class=3DMsoNormal><B><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: =
10pt">Sent:</SPAN></B><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt"> =
Tuesday, January=20
05, 2010 6:57 PM<o:p></o:p></SPAN></P></DIV>
<DIV>
<P class=3DMsoNormal><B><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: =
10pt">Subject:</SPAN></B><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; FONT-SIZE: 10pt"> RE: =
[Advisory]=20
Online Reporting in Schools<o:p></o:p></SPAN></P></DIV>
<DIV>
<P class=3DMsoNormal><o:p> </o:p></P></DIV>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">Hi=20
all,<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">I=20
seem to have stirred something up here. Thanks to everyone=92s =
comments and=20
apologies in advance for a correspondingly long essay in=20
response.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">@Mike.=20
I agree.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">@Alistair:=20
thanks for the bouquet =96 but I think you may have misunderstood my =
position=20
and I fear that the bouquet might metamorphose into a brickbat. =
My=20
point is that I *<B>agree</B>* with Chris Gerry that schools should =
become=20
more like supermarkets in terms of their business intelligence =
(though not,=20
of course, in terms of the service they offer). My criticism of real =
time=20
reporting is not of the aspiration but of the failure to put in =
place some=20
of the essential prerequisites beforehand.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">Of=20
course I also agree with the stuff about children being happy, =
fulfilled=20
individuals =96 but I am suspicious of what I take to be a =
suggestion that=20
efficiency is the enemy of happiness. People=92s happiness increases =
a little=20
when they receive a public service which is efficient and =
appropriate to=20
their needs. My happiness increases when I go into Tesco and find =
that they=20
have my favourite type of Taramosalata in stock and I am =
(moderately)=20
grateful for the computerised logistics systems which ensure that it =
is. A=20
student becomes a little happier when he receives teaching which is =
relevant=20
to his needs and is not required to sit in a classroom for years on =
end=20
being taught things that he either doesn=92t understand or already =
knows, just=20
because the school hasn=92t bothered accurately to assess and track =
what that=20
student=92s learning needs are.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">To=20
respond to Jeff=92s pithy comment:<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">=93</SPAN><SPAN=20
style=3D"FONT-FAMILY: 'Courier New'; FONT-SIZE: 10pt">You can't =
fatten a pig=20
by weighing it!=94<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">I=20
agree that you fatten a pig by feeding it. But you establish how =
much and=20
what sort of food to feed it by weighing it. Try telling a pig =
farmer that=20
he should not bother to weigh his pigs and I suspect he would tell =
you that=20
you know nothing about running a pig farm. Any efficient business is =
completely dependent on feedback and analysis of what it is doing. =
The=20
systems that we have in place for doing this in education are =
generally=20
extraordinarily primitive.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">I=20
have some sympathy with Alistair=92s comment <o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">=93</SPAN><SPAN=20
style=3D"FONT-FAMILY: 'Courier New'; FONT-SIZE: 10pt">the graphs ? I =
seriously=20
do not <o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Courier New'; FONT-SIZE: 10pt">understand =
where they=20
fit in=94<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">but=20
the problem here is not the fact that the data is being collected =
but that=20
it is not being used efficiently. Nothing is joined up. There is no =
benefit=20
in collecting data just for the sake of making pretty graphs.=20
<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">So=20
what *<B>is</B>* the point of collecting the data? It seems to me =
that one=20
of the primary criteria of efficiency in education (putting aside =
motivation=20
for a moment) is the correct pitching of teaching. In my experience =
as a=20
teacher, there is a time when a student is ready to learn something. =
Apart=20
from *<B>wanting</B>* to learn it (again, a motivational aspect), =
the=20
student must have mastered the necessary prerequisites.=20
<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">So=20
the key requirement for an efficient education system is managing=20
progression, differentiation and personalisation to ensure that the =
right=20
student gets the right bit of teaching at the right time =96 just as =
a farmer=20
gives the right sort of food to the right pig or puts the right bit =
of=20
fertilizer on the right bit of the field. And in managerial terms =
for the=20
classroom teacher, that is an extremely complex managerial=20
task.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">We=20
start from an extraordinarily antiquated system in which people are =
driven=20
through the syllabus in age-based cohorts, like troops being driven =
over the=20
top at the Somme in neat lines. But to get away from this, we have =
to have=20
systems capable of tracking students=92 individual capabilities. =
This type of=20
tracking of business effectiveness is so ubiquitous and its value so =
widely=20
accepted that I find it very strange that we are even having this =
discussion=20
as to whether we should be doing the same things in=20
education.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">Of=20
course, in education unlike farming, the student (unlike the pig) =
has an=20
important say in what he/she needs =96 but this is a question of =
where the=20
data comes from and does not undermine the need to track it. This =
links back=20
to the motivational aspect: I am more likely to be motivated if the =
system=20
is tracking (and responding to) my individual needs =96 and even =
more=20
motivated if it is tracking (and responding to) my individual wants. =
The=20
whole point of modern business intelligence systems is that they =
*<B>do</B>*=20
treat people as individuals, even though there are large numbers of =
them in=20
the system.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">@Ray:=20
I am not criticising the software systems that are out there (either =
for=20
tracking student progress or even for e-portfolio </SPAN><SPAN=20
style=3D"FONT-FAMILY: Wingdings; COLOR: navy; FONT-SIZE: =
10pt">J</SPAN><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"> but=20
rather the difficulty of getting data in sufficient quality and =
quantity=20
into these systems. I do not see real-time reporting or the =
involvement of=20
parents as a pre-requisite but rather as a follow-on benefit from=20
implementing effective internal systems. So the fact that real-time=20
reporting is a relatively recent government target does not =
undermine the=20
fact that, internally, the requirement for business intelligence has =
been=20
long-standing.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">I=20
support the objective of real time reporting. The danger (as with so =
many=20
other systems) is that it will be introduced in response to what =
some=20
Secretary of State dreamed up in the bath, driven through by civil =
servants=20
who are only concerned to tick the right boxes, fail miserably to do =
anyone=20
any good and end up with people saying =93real time reporting =
doesn=92t work=94.=20
It is very important to manage the introduction of these projects =
properly=20
and, in the case of real-time reporting, this means ensuring that =
you have a=20
sufficient supply of data to the reporting =
component.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">Hardly=20
any of these components (real-time reporting, e-portfolio, learning =
tools,=20
VLEs, MIS) is really viable on its own =96 which is why =
interoperability ought=20
to have been the first thing to be fixed and why it has been such a =
disaster=20
that it wasn=92t. <o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">Re.=20
the Moodle video you link to =96 I completely agree with the point =
that this=20
is making. The data that the parent can see is the data which is =
being=20
automatically managed by Moodle from the online assignments. When it =
comes=20
to offline assignments, no-one is realistically going to sit down in =
the=20
evening and key in the data. So the more data is collected =
automatically=20
(and I think most people would agree that at the moment, the type of =
data=20
being collected by Moodle, is fairly rudimentary) the richer the =
online=20
reporting to parents can become. <o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">@John.=20
I agree that you need to show the right data to the right people in =
the=20
right way (see comments on drowning in data below). I agree with =
your=20
analysis of what parents probably want. But the fact that this is =
what you=20
show to parents does not mean that you should not be tracking other =
types of=20
data as well, which may be of interest to other people, either in =
raw or=20
processed form. There may be aspects of pupil=92s performance and =
competency=20
which the over-pressed or stand-in teacher is completely unaware=20
of.<o:p></o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt"><o:p> </o:p></SPAN></P>
<P class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">@Neil:=20
I agree with many of your concerns but not with your conclusion. My=20
responses inline.<o:p></o:p></SPAN></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><BR>All very well =
talking bar=20
codes, but learning outcomes are not "articles" that can be given an =
EAN and=20
scanned into a system. <SPAN style=3D"COLOR: =
navy"><o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">I=20
don=92t see why not. Has Johnny handed in a satisfactory piece of =
work=20
demonstrating an understanding of Pythagoras? Yes? Bleep!=20
<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">Of=20
course I exaggerate a bit and a binary =93bleep=94 does not =
represent=20
particularly high quality data =96 but other quantitative data like =
scores and=20
grades are all useful. You will get teachers to input comments =
wherever=20
possible =96 and make it as easy as possible for them to do so =96 =
but teacher=20
comments are (a) expensive and (b) are not always uber-reliable =
either. One=20
of the big gains for businesses in using the internet is in getting =
the=20
customer to do a lot of the data entry that clerical staff used to =
have to=20
do. Which is my original point: data entry is the killer and should =
be=20
automated wherever possible.<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">While=20
I agree that the definition of some teaching aims and outcomes are=20
subjective, so are the buying decisions of many shoppers. But =
complex,=20
subjective buying decisions can nevertheless, when analysed, =
demonstrate=20
surprising degrees of consistency. Maths models probability really =
quite=20
well.<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal>That is the =
problem with=20
software and (even) performance/competency data - much of it has a=20
subjective element that "learning<SPAN style=3D"COLOR: navy"> =
</SPAN>software=20
(really useful and compelling in its own right)" cannot =
automatically assess=20
and post into your data capture system. Then there's a whole range =
of=20
"softer" skills that are even harder to assess in that way, but =
which are=20
vital to modern life.<SPAN style=3D"COLOR: =
navy"><o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">So,=20
following from above, I agree about the subjectivity but do not see =
this as=20
a problem so long as the system recognises the fact of this=20
uncertainty.<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; 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></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">Competency=20
claims will very often be accompanied by the evidence (e.g. student =
output=20
on a student e-portfolio) which supports the claim. Quantitative =
data can be=20
qualified by comments. So the subjective element can be reviewed and =
interpreted and conclusions moderated. The subjective tendencies of=20
particular assessors can also be tracked and compensated=20
for.<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">Also,=20
I am proposing the measurement of competency as an *<B>input</B>* =
and not an=20
*<B>output</B>* of the system. A group of students who are perceived =
to be=20
weak on subtraction are not failed in their end-of-course exams; but =
they=20
are given some extra teaching before the introduction of a unit on =
long=20
division. If that perception is misjudged in a few cases, no very =
great harm=20
has been done and the decision to make that intervention can be =
quickly=20
overridden. Making interventions based on some kind of business =
intelligence=20
seems to me to be preferable, even if the intelligence is not =
perfect, to=20
making no interventions at all. People might say that, in the =
current=20
environment, intervention is left to the professional judgement of =
the=20
teacher =96 but we all know that, 90% of the time, hardly anything =
happens at=20
all. The swill is just shovelled into the trough and the pigs are =
left to=20
fight for it.<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; 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=20
activity to measure with a fair degree of accuracy. For all the talk =
of=20
advanced conceptual skills, there is quite a lot of learning which =
is pretty=20
humdrum. One massive efficiency would be to ensure that the skilled =
graduate=20
teacher (who represents a valuable resource) should not be put in =
front of a=20
class of students who have not acquired the basic knowledge which =
will allow=20
them to access the particular thing that the skilled graduate =
teacher has to=20
offer. This is why Chris Gerry=92s approach combines business =
intelligence=20
with flexible grouping and staffing systems.<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal>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=20
SATs (let alone workload involved) as it becomes harder and harder =
to align=20
the capability that pupils display year-on-year. That of course begs =
the=20
whole norm vs criterion-referenced exam debate. <SPAN=20
style=3D"COLOR: navy"><o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; 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=20
results data for their own purposes. I would see a competency =
definition as=20
a =93live=94 thing, which lived through a continuous process of =
moderation,=20
discussion and revision. Which what good teachers do=20
anyway.<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal>At the moment =
people are=20
(because the current system is more reductionist, criterion-based) =
teaching=20
to the test and "standards" are going up. But is that actually =
educating=20
children better? Do they get to the next stage of education and into =
work=20
actually more capable (as against "competent")? I think not.<SPAN=20
style=3D"COLOR: navy"><o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; 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=20
I learnt more when revising for my major exams than in years of =
cruising=20
along in classrooms. OK =96 the academic essay is not appropriate to =
many=20
students and many types of examination =96 but I think that a =
properly=20
reconstituted examination system should be able to come up with =
tests which=20
do not reward mechanistic teaching or merely the regurgitation of =
rote=20
learning.<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal>So, are we =
chasing our tails=20
by thinking we really can produce software-assessed learning tasks? =
<SPAN=20
style=3D"COLOR: navy"><o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; 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=20
by being assisted by appropriate computer systems. The fact that I =
am=20
writing this on the computer does not dehumanize my thoughts, =
(whether you=20
agree with the views or not).<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal>or does the =
VLE-emperor have=20
no clothes after all? <SPAN style=3D"COLOR: =
navy"><o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; 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=20
some kind of infrastructure-content set up. What sits in the vacated =
VLE=20
throne will be the infrastructure bits (plural) of the system.=20
<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal>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.<SPAN=20
style=3D"COLOR: navy"><o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; 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>sufficient</B>* intelligence for any =
particular task,=20
with the ultimate intelligence always coming back to the human =
teacher. This=20
is all about supporting, not replacing, the human teacher who (in=20
supermarket terms) will always be the store manager. People who have =
read=20
too much Asimov and Orwell get very worked up about dehumanising =
robots=20
without noticing that they are using them all the time and that the =
robots=20
are fantastically useful.<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal>I believe we =
should be doing=20
more to get resources and tools to learners to learn and to teachers =
to help=20
them teach, but not get so hung up chasing a data-driven dream.<SPAN =
style=3D"COLOR: navy"><o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; 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=20
again). And in a formal teaching context, when a teacher asks the =
class to=20
do something, doesn=92t the teacher expect to see what the students =
have done,=20
if anything?<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; 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=20
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></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; 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=20
or 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=20
child 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></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">One=20
of the characteristics of modern technology is how user interfaces =
have=20
become very much simpler to use. Good software will collect the =
data, make=20
sense of the data, and present to the teacher only what the teacher =
finds=20
useful. Substitute parent/student/head teacher/special needs adviser =
etc for=20
teacher as required.<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">In=20
summary, my position is that data is the life-blood of any modern =
business=20
and education is a very large, very complex, very expensive =
business.=20
<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; 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),=20
use free text where you need nuance and interpretation. I can=92t =
see the=20
problem.<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">Ultimately,=20
it doesn=92t seem to me to be very reasonable that teachers should =
benefit=20
from the efficiency gains offered by other services and at the same =
time,=20
when it comes to offering the same level of efficiency in the =
service that=20
they are responsible for providing, claim that they inhabit some =
sort of=20
Arcadian grove where the writ of modern business management =
techniques does=20
not run.<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">I=20
guess that should be accompanied by sounds of more=20
stirring!<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" class=3DMsoNormal><SPAN=20
style=3D"FONT-FAMILY: 'Arial','sans-serif'; COLOR: navy; FONT-SIZE: =
10pt">Crispin.<o:p></o:p></SPAN></P>
<P style=3D"MARGIN-BOTTOM: 12pt" =
class=3DMsoNormal><BR><BR><o:p></o:p></P>
<DIV>
<P class=3DMsoNormal>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></P>
<P class=3DMsoNormal>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=20
to be reporting on?<BR>I thought Chris Gerry (an innovative Head =
Teacher=20
from Kent) made an<BR>excellent presentation at the NAACE autumn =
conference,=20
pointing out that<BR>while Tesco analyses data on virtually every =
aspect of=20
shoppers' purchasing<BR>preferences, schools are, in terms of =
business=20
intelligence, still in a sort<BR>of Dickensian Dark Age of =
paper-based=20
ledgers. Most schools have very little<BR>useful performance or =
competency=20
data in their systems. There's a big<BR>emphasis on attendance, I =
suspect,=20
because it is about the only useful<BR>real-time data that schools=20
have.<BR>The feet of clay of any business intelligence system is =
data input=20
- and<BR>manual input is never the answer. The revolution for the=20
supermarkets lay in<BR>the bar-code reader. The revolution for =
schools will=20
be when learning<BR>software (really useful and compelling in its =
own right)=20
can report student<BR>performance and competence straight into =
central=20
systems, which must also of<BR>course be able to make sense of that=20
data.<BR>I think that until this kind of interoperable data flow is =
sorted=20
out, most<BR>of the energy in real time reporting programme will go =
on=20
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=20
I have come across. If you search online for real time<BR>>=20
reporting<BR>> to parents or similar, you mainly get references =
to the=20
letter that<BR>> Ed Balls<BR>> released at BETT in Jan=20
2008.<BR>><BR>> Where is the official guidance of exactly what =
has to=20
be done, by<BR>> whom and<BR>> by when - as far as I can see =
there is=20
more rumour than substance<BR>> and I am<BR>> wandering, in my =
more=20
cynical moments, how much of the momentum for<BR>> this<BR>> =
change is=20
coming from the MIS providers?<BR>><BR>> Colin<BR>><BR>> =
-----Original 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=20
Behalf 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=20
currently delineated on the<BR>> Becta<BR>> =
website.....?<BR>> Ray=20
might even like to ask suppliers in his calls how their<BR>>=20
offerings<BR>> measure up against these =
requirements?<BR>><BR>>=20
"What is online reporting?<BR>><BR>> Online reporting involves =
using=20
ICT to enable parents to receive and<BR>> access<BR>> =
information=20
about their children's work, progress, attendance and<BR>>=20
behaviour<BR>> when and where they want, using secure, online=20
access.<BR>><BR>> What do I have to do and =
when?<BR>><BR>>=20
Secondary schools are expected to make the following =
information<BR>>=20
available<BR>> to parents through secure online access by =
September=20
2010:<BR>> * Attendance and behaviour (both =
positive and=20
challenging)<BR>> * Progress and attainment<BR>> =
=20
* Special needs<BR>> All primary schools are expected to =
achieve=20
this by September 2012."<BR>><BR>> It is worth noting that not =
all=20
these aspects are addressed in some<BR>> of the<BR>> solutions =
being=20
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=20
NOT part of the specification?<BR>><BR>> Tony<BR>>=20
--------------------------------------------<BR>> Tony =
Parkin<BR>>=20
Head of ICT Development<BR>> Specialist Schools & Academies=20
Trust<BR>> 17th Floor, Millbank Tower<BR>> 21-24 =
Millbank<BR>>=20
London SW1P 4QP<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>>=20
Behalf Of Ray Tolley [<A=20
=
href=3D"mailto:rjt@maximise-ict.co.uk">rjt@maximise-ict.co.uk</A>]<BR>>=
;=20
Sent: 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=20
a 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=20
of on-line reporting and will<BR>> 'interrogate' leading known =
suppliers=20
as to how they see on-line<BR>> reporting<BR>> moving in the =
near=20
future. - I will report back shortly - probably<BR>> next<BR>> =
week.<BR>><BR>> Meanwhile, I would suggest that there are =
three=20
different aspects to<BR>> this<BR>> issue:<BR>><BR>> 1.=20
The appropriate access to real-time reporting of =
progress<BR>>=20
through<BR>> activities completed using some form of assessment =
software=20
like<BR>> 'SmartAssess';<BR>> 2. The reporting written =
by=20
teachers, that can be reasonably up-to-<BR>> date,<BR>> such =
as=20
provided by SERCO/CMIS/Facility;<BR>> 3. The formative and =
possibly=20
informal reporting available through<BR>> a good<BR>> =
e-Portfolio=20
system.<BR>><BR>> I'm sure that there are several other =
competitive=20
products - but<BR>> firstly it<BR>> will depend on your =
present VLE=20
provider.<BR>><BR>> PS: BETT will be a good source of =
advice=20
even if coloured by some<BR>> degree of<BR>> 'sales=20
pitch'.<BR>><BR>> Best Wishes,<BR>><BR>> Ray Tolley=20
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: =
<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=20
Behalf Of Fergus Reynolds<BR>> Sent: 31 December 2009 =
09:18<BR>> To:=20
<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=20
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
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<P class=3DMsoNormal><BR><BR clear=3Dall><BR>-- <BR><BR>Neil =
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