[Advisory] Online Reporting in Schools
Mike Cameron
Mike.Cameron@ssatrust.org.uk
Wed, 6 Jan 2010 16:35:28 +0000
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Hi all,
Its probably not mandatory to start with a pithy aphorism, but I will. I a=
m reminded of the time when the Met Office (topical as well) installed a b=
rand new super-computer. They were so proud that their new computer would =
insure that in future their forecast fro the next day would be accurate 70=
% of the time. Their bubble was slightly fdeflated when it was pinted out =
that if you forecast that the weather tomorrow would be the same as today,=
then you would be right 72% of the time. I hestitate to get get into an e=
rror bars discussion with someone from NFER, but I guess that if you said =
that a students NC Level was their age - 3, divided by 2 then you would no=
t be to far away (perhaps even closer than the Met Office super-computer).=
Looking at the four purposes, whilst there would be some overlap, they req=
uire substantially different datasets in order to perform any sensible ana=
lysis upon which to base future actions. I sometimes think that the real p=
roblem is that there is a belief that either there is a magic dataset that=
will cover all these issues, or that where different datasets are collect=
ed it is possible, or even desirable, to reconcile them with each other. W=
ith my teacher hat on I want to know if my daughter is progressing as well=
as she would be expected to against peer norms. As her parent I just want=
to know she is happy at school and trying hard. As a tax-payer I want to =
know that her school is being effective in its spending of my money. All t=
hese things are possible to measure, some subjectively, but I don't mind t=
hat - if I'm concerned enough to look online to see how my daughter is get=
ting on, I'm probably able to understand the distinction between, and vali=
dity of subjective and objective data sets.
I'm not really sure I actually care about the national standards over time=
one - what we need to learn now is soooo different what I needed to learn=
that any comparison between now and 30 years ago is quite facile (I'm get=
ting in the ranting mood as well!).
The real danger here is that=20as this need for online reporting has been =
centrally directed (which does nto necessarily mean it is the wrong thing =
to do - personally I support it) then the dataset requirements are also dr=
iven from that direction, and there is a perceived need for any assessment=
methodolgy to fit in with and provide data for that end purpose. So essen=
tially we all end up providing data to ensure that we can prove in 30 year=
s time that A-Level standards are better/worse/the same as they are now. T=
hat is not going to encourage system providers to produce systems that ena=
ble my daughters school to tell me if she is happy in her lessons.
This is a huge and incredibly worthwhile and important discussion, with no=
single answer.
Regards
Mike
(The views expressed in this email are definitely mine - anyone else is mo=
re than welcome to claim them as well)
Telephone: +44 (0)20 7802 0658 +44 (0)20 7802 0658
Mobile: +44 (0)7866 747280
Email: mike.cameron@ssatrust.org.uk<mailto:mike.cameron@ssatrust.org=
.uk>
From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org]=
On Behalf Of Williamson, Jon
Sent: 06 January 2010 15:01
To: 'advisory'
Subject: RE: [Advisory] Online Reporting in Schools
Hi all,
This is a very interesting discussion, and one that the NFER has been grap=
pling with for a while. It is obviously true that you do not fatten a pig=
by weighing it; but by the same token, you may not notice that you have u=
nderfed it if you don't. As has been noted in many recent reports it is i=
mportant to understand why you are assessing, or generally generating data=
. The Expert Group report on assessment last year had four key purposes f=
or assessment:
* to optimise the effectiveness of pupils' learning and teachers' =
teaching
* to hold individual schools accountable for their performance
* to provide parents with information about their child's progress=
* to provide reliable information about national standards over ti=
me
All of these are important in their own right, but issues arise when one a=
ssessment system (e.g. National Curriculum tests) is asked to do too much.=
What we have found in attempting to address the first bullet point by crea=
ting a formative e-assessment system that generates formative qualitative =
information to teachers (not graphs and tables) that can be used to direct=
ly impact teaching [declare a commercial interest, but more info is at www=
.i-nfer.co.uk<http://www.i-nfer.co.uk>] is that a lot of other summative i=
nformation falls out along the way - information that could be used to pro=
vide meaningful live data to parents. However, as has been noted by other=
s, there is no current structure into which this data could be inserted - =
one possible avenue may be the Government's much vaunted "Report Cards".
A big issues in schools today is that many teachers do not understand how =
to use data. That is often the fault of data providers for providing it a=
s huge tables of data and graphs with limited interpretation, but also a c=
hallenge to teachers that they should be making better use of data to impr=
ove classroom teaching.
Jon Williamson
Managing Director
i-nfer assessment ltd
personalising assessment
www.i-nfer.co.uk<http://www.i-nfer.co.uk/>
See us at BETT 2010; 13-16 January, Stand S33
Tel: 01403 782 461
Mobile 07710 457 645
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From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org]=
On Behalf Of Crispin Weston
Sent: 06 January 2010 08:18
To: 'Neil Adam'
Cc: 'advisory'
Subject: RE: [Advisory] Online Reporting in Schools
Thanks Neil.
I am sure you are right that it is all easier said than done and that chan=
ge is a problem. I don't think that the way to introduce change is by beat=
ing teachers round the head to do what may well be the impossible in curre=
nt circumstances.
My recipe for change is:
1. Put in place the key interoperability standards which I believe to be c=
ritical, in close consultation with industry;
2. Free the industry from restrictive central procurements to offer whatev=
er innovative learning technology solutions they can dream up;
3. Free teachers and school leaders to buy the solutions that make sense t=
o them, deliver better learning to children and make their lives easier.
And in the meantime, I am sure you are right to focus on what works in the=
current environment.
Crispin.
________________________________
From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org]=
On Behalf Of Neil Adam
Sent: 05 January 2010 23:36
To: Crispin Weston
Cc: advisory
Subject: Re: [Advisory] Online Reporting in Schools
Great response Crispin
Still not sure that people are able to see the big enough picture nto be a=
ble to use data-driven system responsibly in the way you describe. I fear =
they'll stick with the easy tick-box stuff that can be readily processed a=
nd does add some value but largely brings systems in to disrepute :(
Neil
--
Neil Adam
Beacon ICT
Twitter: @NeilAdam
www.beaconict.co.uk<http://www.beaconict.co.uk>
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</o:shapelayout></xml><![endif]--></head><body lang=3DEN-GB link=3Dblue vl=
ink=3Dblue><div class=3DWordSection1><p class=3DMsoNormal><a name=3D"_Mail=
EndCompose"><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-se=
rif";color:blue'>Hi all,<o:p></o:p></span></a></p><p class=3DMsoNormal><sp=
an style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:blue=
'><o:p> </o:p></span></p><p class=3DMsoNormal><span style=3D'font-siz=
e:11.0pt;font-family:"Calibri","sans-serif";color:blue'>Its probably not m=
andatory to start with a pithy aphorism, but I will. I am reminded of the =
time when the Met Office (topical as well) installed a brand new super-com=
puter. They were so proud that their new computer would insure that in fut=
ure their forecast fro the next day would be accurate 70% of the time. The=
ir bubble was slightly fdeflated when it was pinted out that if you foreca=
st that the weather tomorrow would be the same as today, then you would be=
right 72% of the time. I hestitate to get get into an error bars discussi=
on with someone from NFER, but I guess that if you said that a students NC=
Level was their age - 3, divided by 2 then you would not be to far away (=
perhaps even closer than the Met Office super-computer).<o:p></o:p></span>=
</p><p class=3DMsoNormal><span style=3D'font-size:11.0pt;font-family:"Cali=
bri","sans-serif";color:blue'><o:p> </o:p></span></p><p class=3DMsoNo=
rmal><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";co=
lor:blue'>Looking at the four purposes, whilst there would be some overlap=
, they require substantially different datasets in order to perform any se=
nsible analysis upon which to base future actions. I sometimes think that =
the real problem is that there is a belief that either there is a magic da=
taset that will cover all these issues, or that where different datasets a=
re collected it is possible, or even desirable, to reconcile them with eac=
h other. With my teacher hat on I want to know if my daughter is progressi=
ng as well as she would be=20expected to against peer norms. As her parent=
I just want to know she is happy at school and trying hard. As a tax-paye=
r I want to know that her school is being effective in its spending of my =
money. All these things are possible to measure, some subjectively, but I =
don’t mind that – if I’m concerned enough to look online=
to see how my daughter is getting on, I’m probably able to understa=
nd the distinction between, and validity of subjective and objective data =
sets. <o:p></o:p></span></p><p class=3DMsoNormal><span style=3D'font-size:=
11.0pt;font-family:"Calibri","sans-serif";color:blue'><o:p> </o:p></s=
pan></p><p class=3DMsoNormal><span style=3D'font-size:11.0pt;font-family:"=
Calibri","sans-serif";color:blue'>I’m not really sure I actually car=
e about the national standards over time one – what we need to learn=
now is soooo different what I needed to learn that any comparison between=
now and 30 years ago is quite facile (I’m getting in the ranting mo=
od as well!).<o:p></o:p></span></p><p class=3DMsoNormal><span style=3D'fon=
t-size:11.0pt;font-family:"Calibri","sans-serif";color:blue'><o:p> </=
o:p></span></p><div><p class=3DMsoNormal><span style=3D'font-size:11.0pt;f=
ont-family:"Calibri","sans-serif";color:blue'>The real danger here is that=
as this need for online reporting has been centrally directed (which does=
nto necessarily mean it is the wrong thing to do – personally I sup=
port it) then the dataset requirements are also driven from that direction=
, and there is a perceived need for any assessment methodolgy to fit in wi=
th and provide data for that end purpose. So essentially we all end up pro=
viding data to ensure that we can prove in 30 years time that A-Level stan=
dards are better/worse/the same as they are now. That is not going to enco=
urage system providers to produce systems that enable my daughters school =
to tell me if she is happy in her lessons.<o:p></o:p></span></p><p class=3D=
MsoNormal><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-seri=
f";color:blue'><o:p> </o:p></span></p><p class=3DMsoNormal><span styl=
e=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:blue'>This =
is a huge and incredibly worthwhile and important discussion, with no sing=
le answer. <o:p></o:p></span></p><p class=3DMsoNormal><span style=3D'font-=
size:11.0pt;font-family:"Calibri","sans-serif";color:blue'><o:p> </o:=
p></span></p><p class=3DMsoNormal><span style=3D'font-size:11.0pt;font-fam=
ily:"Calibri","sans-serif";color:blue'>Regards<o:p></o:p></span></p><p cla=
ss=3DMsoNormal><span style=3D'font-size:11.0pt;font-family:"Calibri","sans=
-serif";color:#1F497D'> <o:p></o:p></span></p><p class=3DMsoNormal><b=
><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:=
#1F497D'>Mike <o:p></o:p></span></b></p><p class=3DMsoNormal><b><span styl=
e=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o=
:p> </o:p></span></b></p><p class=3DMsoNormal><i><span style=3D'font-=
size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>(The views e=
xpressed in this email are definitely mine – anyone else is more tha=
n welcome to claim them as well)</span></i><i><span style=3D'font-size:11.=
0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></=
i></p><p class=3DMsoNormal><span style=3D'font-size:11.0pt;font-family:"Ca=
libri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><p class=3D=
MsoNormal><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-seri=
f";color:#1F497D'>Telephone: +44 (0)</span><span style=3D'font-size:10.0pt=
;font-family:"Helvetica","sans-serif";color:black'>20 7802 0658</span=
><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:=
#1F497D'> </span><span style=3D'font-size:11.0pt;font-family:"Calibri","sa=
ns-serif";color:white'>+44 (0)20 7802 0658<o:p></o:p></span></p><p class=3D=
MsoNormal><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-seri=
f";color:#1F497D'>Mobile: +44 (0)7866 747280=
<o:p></o:p></span></p><p class=3DMsoNormal><span style=3D'font-size:11.0pt=
;font-family:"Calibri","sans-serif";color:#1F497D'>Email:  =
; </span><a href=3D"mailto:mike.cameron@ssatrust.org.uk"=
><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"'>mike.=
cameron@ssatrust.org.uk</span></a><span style=3D'font-size:11.0pt;font-fam=
ily:"Calibri","sans-serif";color:#1F497D'><o:p></o:p></span></p></div><p c=
lass=3DMsoNormal><span style=3D'font-size:11.0pt;font-family:"Calibri","sa=
ns-serif";color:#993366'><o:p> </o:p></span></p><div><div style=3D'bo=
rder:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0cm 0cm 0cm'><p cla=
ss=3DMsoNormal><b><span lang=3DEN-US style=3D'font-size:10.0pt;font-family=
:"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US style=3D'font-s=
ize:10.0pt;font-family:"Tahoma","sans-serif"'> advisory-admin@talk.naace.o=
rg [mailto:advisory-admin@talk.naace.org] <b>On Behalf Of </b>Williamson, =
Jon<br><b>Sent:</b> 06 January 2010 15:01<br><b>To:</b> 'advisory'<br><b>S=
ubject:</b> RE: [Advisory] Online Reporting in Schools<o:p></o:p></span></=
p></div></div><p class=3DMsoNormal><o:p> </o:p></p><p class=3DMsoNorm=
al><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";colo=
r:#1F497D'>Hi all,<o:p></o:p></span></p><p class=3DMsoNormal><span style=3D=
'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p>&=
nbsp;</o:p></span></p><p class=3DMsoNormal><span style=3D'font-size:11.0pt=
;font-family:"Calibri","sans-serif";color:#1F497D'>This is a very interest=
ing discussion, and one that the NFER has been grappling with for a while.=
It is obviously true that you do not fatten a pig by weighing it; b=
ut by the same token, you may not notice that you have underfed it if you =
don’t. As has been noted in many recent reports it is importan=
t to understand why you are assessing, or generally generating data. =
The Expert Group report on assessment last year had four key purposes for=
assessment:<o:p></o:p></span></p><p class=3DMsoListParagraph style=3D'tex=
t-indent:-18.0pt;mso-list:l0 level1 lfo4'><![if !supportLists]><span style=
=3D'font-size:11.0pt;font-family:Symbol;color:#1F497D'><span style=3D'mso-=
list:Ignore'>·<span style=3D'font:7.0pt "Times New Roman"'> &n=
bsp; </span></span></span><![endif]><s=
pan style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F=
497D'>to optimise the effectiveness of pupils’ learning and teachers=
’ teaching<o:p></o:p></span></p><p class=3DMsoListParagraph style=3D=
'text-indent:-18.0pt;mso-list:l0 level1 lfo4'><![if !supportLists]><span s=
tyle=3D'font-size:11.0pt;font-family:Symbol;color:#1F497D'><span style=3D'=
mso-list:Ignore'>·<span style=3D'font:7.0pt "Times New Roman"'>&nbs=
p; </span></span></span><![endif=
]><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color=
:#1F497D'>to hold individual schools accountable for their performance<o:p=
></o:p></span></p><p class=3DMsoListParagraph style=3D'text-indent:-18.0pt=
;mso-list:l0 level1 lfo4'><![if !supportLists]><span style=3D'font-size:11=
.0pt;font-family:Symbol;color:#1F497D'><span style=3D'mso-list:Ignore'>&mi=
ddot;<span style=3D'font:7.0pt "Times New Roman"'> =
</span></span></span><![endif]><span style=3D'fon=
t-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>to provide=
parents with information about their child’s progress<o:p></o:p></s=
pan></p><p class=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:=
l0 level1 lfo4'><![if !supportLists]><span style=3D'font-size:11.0pt;font-=
family:Symbol;color:#1F497D'><span style=3D'mso-list:Ignore'>·<span=
style=3D'font:7.0pt "Times New Roman"'> &nbs=
p; </span></span></span><![endif]><span style=3D'font-size:11.=
0pt;font-family:"Calibri","sans-serif";color:#1F497D'>to provide reliable =
information about national standards over time<o:p></o:p></span></p><p cla=
ss=3DMsoNormal><span style=3D'font-size:11.0pt;font-family:"Calibri","sans=
-serif";color:#1F497D'><o:p> </o:p></span></p><p class=3DMsoNormal><s=
pan style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F=
497D'>All of these are important in their own right, but issues arise when=
one assessment system (e.g. National Curriculum tests) is asked to do too=
much.<o:p></o:p></span></p><p class=3DMsoNormal><span style=3D'font-size:=
11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p>=
</span></p><p class=3DMsoNormal><span style=3D'font-size:11.0pt;font-famil=
y:"Calibri","sans-serif";color:#1F497D'>What we have found in attempting t=
o address the first bullet point by creating a formative e-assessment syst=
em that generates formative qualitative information to teachers (not graph=
s and tables) that can be used to directly impact teaching [declare a comm=
ercial interest, but more info is at </span><a href=3D"http://www.i-nfer.c=
o.uk"><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"'>=
www.i-nfer.co.uk</span></a><span style=3D'font-size:11.0pt;font-family:"Ca=
libri","sans-serif";color:#1F497D'>] is that a lot of other summative info=
rmation falls out along the way – information that could be used to =
provide meaningful live data to parents. However, as has been noted =
by others, there is no current structure into which this data could be ins=
erted – one possible avenue may be the Government’s much vaunt=
ed “Report Cards”.<o:p></o:p></span></p><p class=3DMsoNormal><=
span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1=
F497D'><o:p> </o:p></span></p><p class=3DMsoNormal><span style=3D'fon=
t-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>A big issu=
es in schools today is that many teachers do not understand how to use dat=
a. That is often the fault of data providers for providing it as hug=
e tables of data and graphs with limited interpretation, but also a challe=
nge to teachers that they should be making better use of data to improve c=
lassroom teaching. <o:p></o:p></span></p><p class=3DMsoNormal><span style=3D=
'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p>&=
nbsp;</o:p></span></p><p class=3DMsoNormal><span style=3D'font-size:11.0pt=
;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></span=
></p><p class=3DMsoNormal><span lang=3DEN-US style=3D'font-size:11.0pt;fon=
t-family:"Calibri","sans-serif";color:#1F497D'>Jon Williamson<o:p></o:p></=
span></p><p class=3DMsoNormal><span lang=3DEN-US style=3D'font-size:11.0pt=
;font-family:"Calibri","sans-serif";color:#1F497D'>Managing Director<o:p><=
/o:p></span></p><p class=3DMsoNormal><b><span lang=3DEN-US style=3D'font-s=
ize:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </=
o:p></span></b></p><p class=3DMsoNormal><b><span lang=3DEN-US style=3D'fon=
t-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>i-nfer ass=
essment ltd<o:p></o:p></span></b></p><p class=3DMsoNormal><i><span lang=3D=
EN-US style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#=
1F497D'>personalising assessment<o:p></o:p></span></i></p><p class=3DMsoNo=
rmal><a href=3D"http://www.i-nfer.co.uk/"><span lang=3DEN-US style=3D'font=
-size:11.0pt;font-family:"Calibri","sans-serif"'>www.i-nfer.co.uk</span></=
a><span lang=3DEN-US style=3D'font-size:11.0pt;font-family:"Calibri","sans=
-serif";color:#1F497D'><o:p></o:p></span></p><p class=3DMsoNormal><span la=
ng=3DEN-US style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";co=
lor:#1F497D'><o:p> </o:p></span></p><p class=3DMsoNormal><b><span lan=
g=3DEN-US style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";col=
or:#C00000'>See us at BETT 2010; 13-16 January, Stand S33 <o:p></o:p></spa=
n></b></p><p class=3DMsoNormal><span lang=3DEN-US style=3D'font-size:11.0p=
t;font-family:"Calibri","sans-serif";color:#1F497D'><o:p> </o:p></spa=
n></p><p class=3DMsoNormal><span lang=3DEN-US style=3D'font-size:11.0pt;fo=
nt-family:"Calibri","sans-serif";color:#1F497D'>Tel: 01403 782 461<o:p></o=
:p></span></p><p class=3DMsoNormal><span lang=3DEN-US style=3D'font-size:1=
1.0pt;font-family:"Calibri","sans-serif";color:#1F497D'>Mobile 07710 457 6=
45<o:p></o:p></span></p><p class=3DMsoNormal style=3D'mso-margin-top-alt:a=
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span lang=3DEN-US style=3D'color:#1F497D'><o:p></o:p></span></p><p class=3D=
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</p><p class=3DMsoNormal><span style=3D'font-size:11.0pt;font-family:"Cali=
bri","sans-serif";color:#1F497D'><o:p> </o:p></span></p><p class=3DMs=
oNormal><span style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif"=
;color:#1F497D'><o:p> </o:p></span></p><p class=3DMsoNormal><span sty=
le=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497D'><=
o:p> </o:p></span></p><div><div style=3D'border:none;border-top:solid=
=20#B5C4DF 1.0pt;padding:3.0pt 0cm 0cm 0cm'><p class=3DMsoNormal><b><span =
lang=3DEN-US style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'>=
From:</span></b><span lang=3DEN-US style=3D'font-size:10.0pt;font-family:"=
Tahoma","sans-serif"'> advisory-admin@talk.naace.org [mailto:advisory-admi=
n@talk.naace.org] <b>On Behalf Of </b>Crispin Weston<br><b>Sent:</b> 06 Ja=
nuary 2010 08:18<br><b>To:</b> 'Neil Adam'<br><b>Cc:</b> 'advisory'<br><b>=
Subject:</b> RE: [Advisory] Online Reporting in Schools<o:p></o:p></span><=
/p></div></div><p class=3DMsoNormal><o:p> </o:p></p><p class=3DMsoNor=
mal><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color=
:navy'>Thanks Neil.<o:p></o:p></span></p><p class=3DMsoNormal><span style=3D=
'font-size:10.0pt;font-family:"Arial","sans-serif";color:navy'><o:p> =
</o:p></span></p><p class=3DMsoNormal><span style=3D'font-size:10.0pt;font=
-family:"Arial","sans-serif";color:navy'>I am sure you are right that it i=
s all easier said than done and that change is a problem. I don’t th=
ink that the way to introduce change is by beating teachers round the head=
to do what may well be the impossible in current circumstances.<o:p></o:p=
></span></p><p class=3DMsoNormal><span style=3D'font-size:10.0pt;font-fami=
ly:"Arial","sans-serif";color:navy'><o:p> </o:p></span></p><p class=3D=
MsoNormal><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"=
;color:navy'>My recipe for change is:<o:p></o:p></span></p><p class=3DMsoN=
ormal><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";col=
or:navy'><o:p> </o:p></span></p><p class=3DMsoNormal><span style=3D'f=
ont-size:10.0pt;font-family:"Arial","sans-serif";color:navy'>1. Put in pla=
ce the key interoperability standards which I believe to be critical, in c=
lose consultation with industry;<o:p></o:p></span></p><p class=3DMsoNormal=
><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:na=
vy'>2. Free the industry from restrictive central procurements to offer wh=
atever innovative learning technology solutions they can dream up;<o:p></o=
:p></span></p><p class=3DMsoNormal><span style=3D'font-size:10.0pt;font-fa=
mily:"Arial","sans-serif";color:navy'>3. Free teachers and school leaders =
to buy the solutions that make sense to them, deliver better learning to c=
hildren and make their lives easier.<o:p></o:p></span></p><p class=3DMsoNo=
rmal><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";colo=
r:navy'><o:p> </o:p></span></p><p class=3DMsoNormal><span style=3D'fo=
nt-size:10.0pt;font-family:"Arial","sans-serif";color:navy'>And in the mea=
ntime, I am sure you are right to focus on what works in the current envir=
onment.<o:p></o:p></span></p><p class=3DMsoNormal><span style=3D'font-size=
:10.0pt;font-family:"Arial","sans-serif";color:navy'><o:p> </o:p></sp=
an></p><p class=3DMsoNormal><span style=3D'font-size:10.0pt;font-family:"A=
rial","sans-serif";color:navy'>Crispin.<o:p></o:p></span></p><p class=3DMs=
oNormal><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";c=
olor:navy'> <o:p></o:p></span></p><p class=3DMsoNormal><span style=3D=
'font-size:10.0pt;font-family:"Arial","sans-serif";color:navy'><o:p> =
</o:p></span></p><div style=3D'border:none;border-left:solid blue 1.5pt;pa=
dding:0cm 0cm 0cm 4.0pt'><div><div class=3DMsoNormal align=3Dcenter style=3D=
'text-align:center'><span lang=3DEN-US><hr size=3D2 width=3D"100%" align=3D=
center></span></div><p class=3DMsoNormal><b><span lang=3DEN-US style=3D'fo=
nt-size:10.0pt;font-family:"Tahoma","sans-serif"'>From:</span></b><span la=
ng=3DEN-US style=3D'font-size:10.0pt;font-family:"Tahoma","sans-serif"'> a=
dvisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] <b>On =
Behalf Of </b>Neil Adam<br><b>Sent:</b> 05 January 2010 23:36<br><b>To:</b=
> Crispin Weston<br><b>Cc:</b> advisory<br><b>Subject:</b> Re: [Advisory] =
Online Reporting in Schools</span><span lang=3DEN-US><o:p></o:p></span></p=
></div><p class=3DMsoNormal><o:p> </o:p></p><p class=3DMsoNormal>Grea=
t response Crispin<br><br>Still not sure that people are able to see the b=
ig enough picture nto be able to use data-driven system responsibly in the=
way you describe. I fear they'll stick with the=20easy tick-box stuff tha=
t can be readily processed and does add some value but largely brings syst=
ems in to disrepute :(<br><br>Neil<br><br><br>-- <br><br>Neil Adam<br>Beac=
on ICT<br>Twitter: @NeilAdam<br><a href=3D"http://www.beaconict.co.uk">www=
.beaconict.co.uk</a> <br><br>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~=
~~~~~~~~~~~~~~~~~~~<br>122 Beacon Road, Broadstairs, Kent CT10 3DQ<br>Mobi=
le 07720 288540<br>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~=
~~~~~~~~~<br><br>Please note: This email and any attachments are int=
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