[Advisory] Online Reporting in Schools
Mike Bostock
mike@new-media-learning.org
Thu, 7 Jan 2010 10:18:22 -0000
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Dear All,
What encourages me greatly about this discussion is that this community
clearly has so much to contribute to the subject of the use of electronic
data in education. Naace has already run a couple of events that have
served to clarify our collective views on this subject. I do hope that it
will continue to use the expertise of members in this way in order that we
can better advise schools.
The fascinating part of this discussion is that it forces us to examine the
human/machine interface
and the relationship between the information that resides in the brain of
the teacher and the complement of data that is handled by a school
Management Information System. The many reasons for needing the latter
include the need to join a teacher's collective thoughts about how well
their pupils are doing with the systems that enable a school to perform its
functions, including communicating to parents.
I don't think that there can be any doubt that we will see advances in this
area. Education isn't such a mystical, indefinable process that the
teaching profession can't make the sorts of advances in the use of data that
other professions have. It just needs a continued professional debate to
ensure that developments in this area are sensible. Naace is in the right
place to take a lead on this.
The parallel is in the development of 'business intelligence tools'. The
difficulty of applying these ideas directly to education lies in the
arguments that have been presented by contributors to this discussion.
The development of young people isn't a commodity, yet the provision of
educational opportunity is something that costs money, and accountability
will need be informed by evidence of process and outcomes. The public needs
to know how well the nation's pupils are being educated.
The design problem with making greater use of ICT to manage learning is to
harmonise the complexity of a professional judgment about a pupil's learning
progress with the need to formalise and quantise that judgment so that it
can be communicated. Assessment has highly simplistic origins, yes/no, 7/10
etc. which has the acute advantage of brevity. This is fitting for a summary
but unhelpful for diagnostic purposes. The level of refinement of the
information needed will depend on the purpose. In order to make progress on
this it will be necessary to define what constitutes a 'professional
judgment' in each case. That judgment will be built from a mix of criteria
informed by experience; but it should always be possible to define the
criteria in each case (even if they may be great in number). There are
parallels here with the debate on whether computers can mark essays.
A big problem area is data capture. How do you transcribe professional
judgment into machine-readable form? Rightly we don't want to see teachers
spending any more time than is necessary in recording data manually.
Further development is needed in this area. The live capture of data as a
pupil works with a Learning Platform is a promising companion area of
development. A popular trend towards using data 'dashboards' has parallels
with the doctor's stethoscope. Making more sophisticated use of the data
already available to us from a combination of sources is another promising
avenue - and SALTIS is right here to criticise the sluggish progress being
made on interconnectivity by those who represent us.
As a group, we can comment on retrograde steps into this territory. If data
systems are being far too simplistic in how they present information we can
point this out. If the methods they use are statistically dubious then we
can say so. If the consequences to teacher workload are detrimental we can
indicate our opposition. If developments are being held back by
anti-competitiveness or bureaucracy we can shout about it.
But we can also get stuck in and acknowledge that the use of electronic data
is a major area of professional interest for many of us, and seek to
influence and accelerate developments in this area that will promote this
other critical use of ICT in education.
Mike Bostock
From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org]
On Behalf Of John Wasteney
Sent: 06 January 2010 22:52
To: 'Williamson, Jon'; 'advisory'
Subject: RE: [Advisory] Online Reporting in Schools
Jon et al,
Apologies for having a second bite of this particular cherry but I am
pleased to see the data debate unfolding. Metaphors and analogies are useful
and I for one have used the' weighing pigs' but recognise it only serves to
exaggerate a point.
My greatest concern however is that the result of many and various
educational interventions has been the gradual degradation of teacher
professionalism over the last 20 years or so. Meaningful data is the
judgemental performance data witnessed by the teacher in the classroom
minute by minute. It is recorded in the most super of super computers - the
human brain. On occasions there can be data overload or a sensory input
device might miss a student or two grasp (or fail to grasp) a desired
learning outcome, but well planned lessons by enthusiastic and motivated
teachers usually systematically embrace inbuilt backup protocols and rerun
system checks regularly. I recall trying to visualise to colleagues in my
science department how student learning might be portrayed like the
graphical equaliser display on what was then my new Amstrad stereo (early
1970's). That metaphor encouraged teachers and students to recognise that
any component of their learning might go down as well as up on occasions but
overall and over time we are looking at upward trend (like slowly turning up
the volume)
As you can tell, I started teaching way before Data was a character in
Startrek, but we still used regular retrospective analysis from exam results
- identified areas for action, identified groups of students who found core
concepts difficult and identified strategies to support students with hard
(for them) to learn ideas and content. Some data is critical e.g. attendance
data at school and at lesson level. If pupils are not there they are
unlikely to be learning. Knowing that and doing something about is another
thing. Similarly data to monitor progress against national benchmarks is
valuable but good teachers will do that when it is appropriate which in some
subjects/topics/themes can be at very different time intervals. Data
systems currently appear to rigidly inflexible, either that or all school
data-managers are morons (which I doubt very much!) Therefore systems which
require points scores, national curriculum levels with qualifiers, automatic
target set projections are less than helpful. Tongue in cheek I would argue
that the amount of time most teachers spent on data collection and input, so
called data analysis and target setting has a disproportionately negative
impact on any student progress.
Most schools do not differentiate or recognise the progress made by students
in subjects with varying time allocations. For example typically a year 7
student will receive 3 Science lessons per week. By half term that student
will have met with their Science teacher 27 times and experienced
considerable opportunities through lesson and homework to demonstrate a
range of learning facets and a range of different of contexts. By contrast a
1 lesson per week subject such as Music or ICT the same student may well
only have experienced 9 lessons. Teachers of all subjects in the vast
majority of schools (there are a few enlightened ones somewhere I believe)
are being asked to produce performance data with the same frequency and the
same regularity and are expected to demonstrate students are making the same
progress. What do I report - this student is a level 4c in modelling with
Excel projected ICT target by end of Y9 level 6 and a by year 11 a Grade B
equivalent at GCSE. All that information gleaned from a bit of data captured
after just 9 lessons in one topic.
I know Crispin et al are talking of smart data, data that enhances what goes
on in the classroom. I still come back to the fact that real smart data
comes from the interaction between teacher and pupil.Yes supermarket data is
very smart, calculating buyer preferences, identifying stock shortages,
predicting seasonal trends is good business sense but is the system smart
enough to recognise that an aubergine used in a recipe on last weeks "Can't
cook wont cook" will increase aubergine demand this Tuesday by 37%. It is
right and proper for data driven models to be used in situations that are no
longer faced up by humans. My local greengrocer responds to his customers
and although I pay a little more he will always try to oblige his customers.
He listens and whenever possible he responds. If we ask for an aubergine and
it is not in the shop he apologises and says will tomorrow be OK. In the
supermarket the response is usually 'system error'.
I make no apologies when the teacher in me plus the parent and grandparent
believes that education is a about human endeavour. Schooling and learning
require carefully negotiated relationships between teacher, student and
parent/carer. ICT has a huge part to play in supporting all of the things
that teachers now have to do and effective communication with all
stakeholders, also ICT can make teaching fun, motivational, engaging and
exciting. My view is that data for online reporting has a tiny tiny place in
all of this. Schools are about people and not systems and if systems are
used they should support not determine what goes on in the classroom.
regards,
John
John Wasteney
Managing Director
Strategic Education Consultancy Ltd
Tel: 01455 290960
Mob:07810 446176
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
grappling 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
underfed it if you don't. As has been noted in many recent reports it is
important to understand why you are assessing, or generally generating data.
The Expert Group report on assessment last year had four key purposes for
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 time
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.
What we have found in attempting to address the first bullet point by
creating a formative e-assessment system that generates formative
qualitative information to teachers (not graphs and tables) that can be used
to directly impact teaching [declare a commercial interest, but more info is
at <http://www.i-nfer.co.uk> www.i-nfer.co.uk] is that a lot of other
summative information 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
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 as
huge tables of data and graphs with limited interpretation, but also a
challenge to teachers that they should be making better use of data to
improve classroom teaching.
Jon Williamson
Managing Director
i-nfer assessment ltd
personalising assessment
<http://www.i-nfer.co.uk/> 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 change
is a problem. I don't think that the way to introduce change is by beating
teachers round the head to do what may well be the impossible in current
circumstances.
My recipe for change is:
1. Put in place the key interoperability standards which I believe to be
critical, in close consultation with industry;
2. Free the industry from restrictive central procurements to offer whatever
innovative learning technology solutions they can dream up;
3. Free teachers and school leaders to buy the solutions that make sense to
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
able 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 and
does add some value but largely brings systems in to disrepute :(
Neil
--
Neil Adam
Beacon ICT
Twitter: @NeilAdam
www.beaconict.co.uk
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<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#17365D'>Dear All,<br>
<br>
What encourages me greatly about this discussion is that this community =
clearly
has so much to contribute to the subject of the use of electronic data =
in education.
Naace has already run a couple of events that have served to =
clarify our
collective views on this subject. I do hope that it will continue =
to use
the expertise of members in this way in order that we can better advise =
schools.<br>
<br>
The fascinating part of this discussion is that it forces us to examine =
the
human/machine interface<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#17365D'> and the relationship between the information that =
resides
in the brain of the teacher and the complement of data that is handled =
by a
school Management Information System. The many reasons for needing =
the
latter include the need to join a teacher’s collective thoughts =
about how
well their pupils are doing with the systems that enable a school =
to
perform its functions, including communicating to parents. <br>
<br>
I don’t think that there can be any doubt that we will see =
advances in
this area. Education isn’t such a mystical, indefinable =
process that
the teaching profession can’t make the sorts of advances in the =
use of
data that other professions have. It just needs a continued professional =
debate
to ensure that developments in this area are sensible. Naace is in the =
right
place to take a lead on this.<br>
<br>
The parallel is in the development of ‘business intelligence =
tools’.
The difficulty of applying these ideas directly to education lies in the
arguments that have been presented by contributors to this discussion. =
<br>
The development of young people isn’t a commodity, yet the =
provision of
educational opportunity is something that costs money, and =
accountability will
need be informed by evidence of process and outcomes. The public needs =
to know
how well the nation’s pupils are being educated.<br>
<br>
The design problem with making greater use of ICT to manage learning is =
to
harmonise the complexity of a professional judgment about a =
pupil’s learning
progress with the need to formalise and quantise that judgment so that =
it can
be communicated. Assessment has highly simplistic origins, yes/no, =
7/10
etc. which has the acute advantage of brevity. This is fitting for a =
summary
but unhelpful for diagnostic purposes. The level of refinement of =
the
information needed will depend on the purpose. In order to make progress =
on
this it will be necessary to define what constitutes a =
‘professional
judgment’ in each case. That judgment will be built from a =
mix of
criteria informed by experience; but it should always be possible to =
define the
criteria in each case (even if they may be great in number). There =
are
parallels here with the debate on whether computers can mark essays.<br>
<br>
A big problem area is data capture. How do you transcribe professional =
judgment
into machine-readable form? Rightly we don’t want to see =
teachers
spending any more time than is necessary in recording data =
manually. Further
development is needed in this area. The live capture of data as a pupil =
works
with a Learning Platform is a promising companion area of development. =
A
popular trend towards using data ‘dashboards’ has parallels =
with
the doctor’s stethoscope. Making more sophisticated use of the =
data
already available to us from a combination of sources is another =
promising
avenue - and SALTIS is right here to criticise the sluggish progress =
being made
on interconnectivity by those who represent us.<br>
<br>
As a group, we can comment on retrograde steps into this territory. =
If data
systems are being far too simplistic in how they present information we =
can point
this out. If the methods they use are statistically dubious then we can =
say so.
If the consequences to teacher workload are detrimental we can indicate =
our opposition.
If developments are being held back by anti-competitiveness or =
bureaucracy we
can shout about it.<br>
<br>
But we can also get stuck in and acknowledge that the use of electronic =
data is
a major area of professional interest for many of us, and seek to =
influence and
accelerate developments in this area that will promote this other =
critical use
of ICT in education.<br>
<br>
Mike Bostock<br>
<br>
<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#17365D'><br>
<br>
<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>
<div>
<div style=3D'border:none;border-top:solid #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-admin@talk.naace.org] <b>On Behalf Of </b>John =
Wasteney<br>
<b>Sent:</b> 06 January 2010 22:52<br>
<b>To:</b> 'Williamson, Jon'; '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=3DMsoNormal>Jon et al,<o:p></o:p></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal>Apologies for having a second bite of this =
particular cherry
but I am pleased to see the data debate unfolding. Metaphors and =
analogies are
useful and I for one have used the’ weighing pigs’ but =
recognise it
only serves to exaggerate a point.<o:p></o:p></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal>My greatest concern however is that the result of =
many and
various educational interventions has been the gradual degradation of =
teacher
professionalism over the last 20 years or so. Meaningful data is the
judgemental performance data witnessed by the teacher in the classroom =
minute
by minute. It is recorded in the most super of super computers - the =
human
brain. On occasions there can be data overload or a sensory input device =
might
miss a student or two grasp (or fail to grasp) a desired learning
outcome, but well planned lessons by enthusiastic and motivated teachers
usually systematically embrace inbuilt backup protocols and rerun =
system
checks regularly. I recall trying to visualise to colleagues in my =
science
department how student learning might be portrayed like the =
graphical
equaliser display on what was then my new Amstrad stereo (early
1970’s). That metaphor encouraged teachers and students to
recognise that any component of their learning might go down as well as =
up on
occasions but overall and over time we are looking at upward trend (like =
slowly
turning up the volume)<o:p></o:p></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal>As you can tell, I started teaching way before Data =
was a
character in Startrek, but we still used regular retrospective analysis =
from
exam results – identified areas for action, identified groups of =
students
who found core concepts difficult and identified strategies to support =
students
with hard (for them) to learn ideas and content. Some data is critical =
e.g.
attendance data at school and at lesson level. If pupils are not there =
they are
unlikely to be learning. Knowing that and doing something about is =
another
thing. Similarly data to monitor progress against national benchmarks is
valuable but good teachers will do that when it is appropriate which in =
some
subjects/topics/themes can be at very different time intervals. =
Data
systems currently appear to rigidly inflexible, either that or all =
school
data-managers are morons (which I doubt very much!) Therefore systems =
which
require points scores, national curriculum levels with qualifiers, =
automatic target
set projections are less than helpful. Tongue in cheek I would argue =
that the
amount of time most teachers spent on data collection and input, so =
called data
analysis and target setting has a disproportionately negative impact on =
any
student progress.<o:p></o:p></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal>Most schools do not differentiate or recognise the =
progress
made by students in subjects with varying time allocations. For example
typically a year 7 student will receive 3 Science lessons per week. By =
half
term that student will have met with their Science teacher 27 times and
experienced considerable opportunities through lesson and homework to
demonstrate a range of learning facets and a range of different of =
contexts. By
contrast a 1 lesson per week subject such as Music or ICT the same =
student may
well only have experienced 9 lessons. Teachers of all subjects in the =
vast
majority of schools (there are a few enlightened ones somewhere I =
believe) are
being asked to produce performance data with the same frequency and the =
same
regularity and are expected to demonstrate students are making the same
progress. What do I report – this student is a level 4c in =
modelling with
Excel projected ICT target by end of Y9 level 6 and a by year 11 a Grade =
B
equivalent at GCSE. All that information gleaned from a bit of data =
captured
after just 9 lessons in one topic. <o:p></o:p></p>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal>I know Crispin et al are talking of smart data, =
data that
enhances what goes on in the classroom. I still come back to the fact =
that real
smart data comes from the interaction between teacher and pupil.Yes =
supermarket
data is very smart, calculating buyer preferences, identifying stock =
shortages,
predicting seasonal trends is good business sense but is the system =
smart
enough to recognise that an aubergine used in a recipe on last weeks =
“Can’t
cook wont cook” will increase aubergine demand this Tuesday by =
37%. It is
right and proper for data driven models to be used in situations that =
are no
longer faced up by humans. My local greengrocer responds to his =
customers and
although I pay a little more he will always try to oblige his customers. =
He
listens and whenever possible he responds. If we ask for an aubergine =
and it is
not in the shop he apologises and says will tomorrow be OK. In the =
supermarket
the response is usually ‘system error’.<o:p></o:p></p>
<p class=3DMsoNormal>I make no apologies when the teacher in me plus the =
parent
and grandparent believes that education is a about human =
endeavour.
Schooling and learning require carefully negotiated relationships =
between
teacher, student and parent/carer. ICT has a huge part to play in =
supporting
all of the things that teachers now have to do and effective =
communication with
all stakeholders, also ICT can make teaching fun, motivational, =
engaging
and exciting. My view is that data for online reporting has a tiny tiny =
place
in all of this. Schools are about people and not systems and if systems =
are
used they should support not determine what goes on in the classroom. =
<o:p></o:p></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-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'>regards,<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'>John<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'>John Wasteney<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'>Managing Director<br>
Strategic Education Consultancy Ltd<br>
<br>
Tel: 01455 290960<o:p></o:p></span></p>
</div>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm'>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'><span =
style=3D'font-size:10.0pt;
font-family:"Arial","sans-serif";color:black'>Mob:07810 446176 <br>
<br>
</span><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-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>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=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#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> </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 interesting 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; but 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 important 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'text-indent:-18.0pt;mso-list:l0 =
level1 lfo2'><![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"'>
</span></span></span><![endif]><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>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 lfo2'><![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"'>
</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 lfo2'><![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"'>
</span></span></span><![endif]><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>to provide parents with information about their =
child’s
progress<o:p></o:p></span></p>
<p class=3DMsoListParagraph style=3D'text-indent:-18.0pt;mso-list:l0 =
level1 lfo2'><![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"'>
</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 class=3DMsoNormal><a name=3D"_MailEndCompose"></a><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-family:"Calibri","sans-serif";
color:#1F497D'>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-family:"Calibri","sans-serif";
color:#1F497D'>What we have found in attempting to address the first =
bullet
point by creating a formative e-assessment system that generates =
formative
qualitative information to teachers (not graphs and tables) that can be =
used to
directly impact teaching [declare a commercial interest, but more info =
is at </span><a
href=3D"http://www.i-nfer.co.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:"Calibri","sans-serif";color:#1F497=
D'>] is
that a lot of other summative information 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 inserted – one possible =
avenue
may be the Government’s much vaunted “Report =
Cards”.<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-family:"Calibri","sans-serif";
color:#1F497D'>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 as huge tables of data and graphs with limited =
interpretation, but
also a challenge to teachers that they should be making better use of =
data to
improve classroom 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> </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;font-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-size: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'font-size:11.0pt;font-family:
"Calibri","sans-serif";color:#1F497D'>i-nfer assessment =
ltd<o:p></o:p></span></b></p>
<p class=3DMsoNormal><i><span lang=3DEN-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=3DMsoNormal><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 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><b><span lang=3DEN-US =
style=3D'font-size:11.0pt;font-family:
"Calibri","sans-serif";color:#C00000'>See us at BETT 2010; 13-16 =
January, Stand
S33 <o:p></o:p></span></b></p>
<p class=3DMsoNormal><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 lang=3DEN-US =
style=3D'font-size:11.0pt;font-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:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Mobile 07710 457 645<o:p></o:p></span></p>
<p class=3DMsoNormal =
style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style=3D'font-size:7.5pt;font-family:"Arial","sans-serif";color:#1F497D'>=
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color:#1F497D'>Registered Office: The Mere, Upton Park, Slough, =
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(England)<o:p></o:p></span></p>
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style=3D'font-size:8.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>VAT No: 900 0616 83<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-family:"Calibri","sans-serif";
color:#1F497D'><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>
<div>
<div style=3D'border:none;border-top:solid #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-admin@talk.naace.org] <b>On Behalf Of </b>Crispin =
Weston<br>
<b>Sent:</b> 06 January 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=3DMsoNormal><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 is all easier said than done =
and
that change is a problem. I don’t think 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-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'>My recipe for change is:<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'>1. Put in place the key interoperability standards which I =
believe
to be critical, in close 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:navy'>2. Free the industry from restrictive central procurements =
to offer
whatever 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-family:"Arial","sans-serif";
color:navy'>3. Free teachers and school leaders to buy the solutions =
that make
sense to them, deliver better learning to children and make their lives =
easier.<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'>And in the meantime, I am sure you are right to focus on =
what works
in the current environment.<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'>Crispin.<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'><o:p> </o:p></span></p>
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0cm 4.0pt'>
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<div class=3DMsoNormal align=3Dcenter style=3D'text-align:center'><span =
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<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-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>Great response Crispin<br>
<br>
Still not sure that people are able to see the big enough picture nto be =
able
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 and =
does add
some value but largely brings systems in to disrepute :(<br>
<br>
Neil<br>
<br>
<br>
-- <br>
<br>
Neil Adam<br>
Beacon 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>
Mobile 07720 288540<br>
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~<br>
<br>
Please note: This email and any attachments are intended only for =
those
in the address list above. If it has come to you by mistake, please let =
me
know, delete the message and any attachments, and please do not forward =
the
material to anyone else.<o:p></o:p></p>
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