[Advisory] Online Reporting in Schools - A serious rant
Allison Allen
allison.allen@outstream.co.uk
Thu, 7 Jan 2010 14:59:08 +0000
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I think it is essential Fiona! What else is personalised learning about?
Best Wishes
Allison Allen
From: secondary-admin@talk.naace.org [mailto:secondary-admin@talk.naace.org=
] On Behalf Of Fiona Aubrey-Smith
Sent: 06 January 2010 18:33
To: 'Neil Adam'; Ray Tolley
Cc: advisory; secondary
Subject: [Secondary] RE: [Advisory] Online Reporting in Schools - A serious=
rant
In parallel to the conversation about the reporting that teachers provide a=
nd the consequent engagement of parents,
What are people's views on the role of learner's (EY upwards) reporting on =
their own learning?
Best wishes, Fiona
Fiona Aubrey-Smith
Head of Educational Development
UniServity
Telephone: +44 7825 940 827
Address: Soane Point, 6-8 Market Place, Reading, RG1 2EG
Web: www.uniservity.com<http://www.uniservity.com/> http://twitter.com/Fion=
aAS
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From: advisory-admin@talk.naace.org [mailto:advisory-admin@talk.naace.org] =
On Behalf Of Neil Adam
Sent: 06 January 2010 17:04
To: Ray Tolley
Cc: advisory; secondary
Subject: Re: [Advisory] Online Reporting in Schools - A serious rant
Ray
It worries me that the level of detail you imply will take "forever" for pe=
ople to put into systems. Teachers need to get lives, or they will be usele=
ss when it comes to working with young people in their care. Unless you hav=
e standardised lesson plans that you can somehow automatically "personalise=
" without much user input, plus "business intelligence" systems that can th=
en trawl and analyse learning outcomes and progress that such learning plan=
s then derive, the workload agreement will just evaporate as any kind of cr=
edible means of treating teachers as people. I don't know if you have a fam=
ily, but many teachers have other things to do in the evenings than update =
the minutiae of plans and annotate all their kids work just to please some =
pushy parents who want to be able to see instantly what their child did at =
school *today*.
The problem is that the politicians have said "real time", so they have ope=
ned Pandora's box. People will expect up-to-date info about today, not last=
week, let alone last month. And teachers are not going to be able to suppl=
y it. (Or asa someone said about levels, they will fudge it such that what =
parents are told will only bear a vague resemblance to what happened in the=
classroom.)
Now the systems Crispin has been talking about may be able to do so, but as=
he admits, they are quite some way off. Meanwhile parents who don't trust =
teachers are going to be getting down their necks because they haven't upda=
ted their learning plans and assessments :(
Yep, it genuinely worries me
Neil
2010/1/6 Ray Tolley <rjt@maximise-ict.co.uk<mailto:rjt@maximise-ict.co.uk>>
Allistair,
I like your style and appreciate where you are coming from after my own 45 =
years at the chalkface.
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 fro=
m, where they are now and where they want to get to.
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 e=
vidences of work done and progress made? And for that matter not being sud=
denly surprised at the Parents' Meeting?
I worked with CMIS in a school some 5-6 years ago and could well see the po=
tential 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) teacher=
s. 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.
As others have said, we are at the brink of something very exciting. Let's=
all pull together in (approximately) the same direction!
BW
Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: http://raytolley.v2efolioworld.mnscu.edu/
B: http://www.efoliointheuk.blogspot.com/
W: http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
From: advisory-admin@talk.naace.org<mailto:advisory-admin@talk.naace.org> [=
mailto: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
Hi Crispin et al
Apologies for appearing to misinterpret your angle on this (see my footnote=
). Your recent email certainly outlines where you stand on this and I appre=
ciate that. My comments still stand though. The supermarket analogy is a re=
ally useful starting point for discussing this and John's and other's comme=
nts on what is useful / probably most desirable to parents is a strong deve=
lopment of this also.
I have 2 favourite quotes and a piece of useful advice I was given a long t=
ime ago on this subject.
The first quote is obviously the pig one, pithy or not (lisping or otherwis=
e :).
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, b=
ut I still like it)
The piece of advice I was given on making sound assessments of curriculum l=
evels is this;
"Pick a number between 1 and 5 and chances are you're not that far out." - =
Pure genius.
To me, teaching is a two way process. I don't teach the same stuff to the s=
ame pupil as anyone else because I would have a rough long-term plan of wha=
t goes on where. Job done.
The rest is down to me 'teaching'. I know if I start discussing something w=
ith someone whether they are interested / able to understand what I'm sayin=
g / 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 meanin=
g. I can still make the same point. We almost all do this constantly and im=
percievably. If a pupil in the class has 'done this already at my old schoo=
l, 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 m=
ay not write this down. Depends if I want to and if it's useful to me or th=
e pupil at the time. I certainly don't put it on line. I'm probably at the =
pub.
I believe I am able to do this because I had a good upbringing and care abo=
ut where other people are coming from. It's an approach that works in mains=
tream settings, SEN, the curry house, Paddington Station and Tiananmen squa=
re. 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 c=
an do this better on-line, then great. I accept that and am happy about it.=
I won't be joining you.
Furthermore, when I was at school I sat a series of exams at precisely the =
same time as everyone else in the country whether I was ready for it or not=
. The grade I got was personal to me, and presumably related to whatever I =
wrote on the paper at the time. I'm unclear on how much more 'personalised'=
that grade could have got. However, I'm also very clear that that grade in=
that exam relates to little other than my ability to get that grade in tha=
t exam. What about it?
To me, assessment looks like a lesson plan. I wouldn't have planned the les=
son like that if I thought it was at the wrong 'level' or if it wasn't clea=
rly the 'next step' in these pupils' learning. You want to see how good my =
judgement is, pop your head in the door for 10 seconds. You'll soon work it=
out.
Draw a graph / don't draw a graph. It makes absolutley no difference to me =
whatsoever. I never look at them.
Just to make my position even more clear, if you think that giving all pupi=
ls on free school meals a laptop is going to sort this country out, you're =
an idiot. The divide is not digital. It's human. I can see it quite clearly=
, but only when I'm not staring at this damn laptop.
I am confident that my views here will be seen by some as out of line and u=
nprofessional. And there's your problem in a nutshell. More graphs, less em=
otion. God help us.
Isn't it about time that people who like graphs and records and stuff just =
go back to administrative roles rather than making the rest of us feel like=
our lives aren't valid if they're not spellchecked and coloured according =
to category? Who put them in charge ? That's NEVER going to work. Natural a=
dministrators are never going to happily relinquish control and power. They=
will simply introduce new systems on top of new systems increasingly inval=
idating anybody else's point of view, humanity, art, music etc Hopefully, t=
he 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 th=
at 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.
Something is wrong and the current level of availability of online grades i=
s really not likely to be the source of the problem.
There is only one purpose to life: To live.
Take a deep breath... and begin.
Alistair Goodwin
Hants
N.B. The views expressed in this email are mine, not Crispin's... but I am =
perfectly happy to share them :-)
----- Original Message -----
From: Crispin Weston<mailto:crispin.weston@alphalearning.co.uk>
To: 'advisory'<mailto:advisory@talk.naace.org>
Sent: Tuesday, January 05, 2010 6:57 PM
Subject: RE: [Advisory] Online Reporting in Schools
Hi all,
I seem to have stirred something up here. Thanks to everyone's comments and=
apologies in advance for a correspondingly long essay in response.
@Mike. I agree.
@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 mo=
re like supermarkets in terms of their business intelligence (though not, o=
f course, in terms of the service they offer). My criticism of real time re=
porting is not of the aspiration but of the failure to put in place some of=
the essential prerequisites beforehand.
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 e=
fficiency is the enemy of happiness. People's happiness increases a little =
when they receive a public service which is efficient and appropriate to th=
eir needs. My happiness increases when I go into Tesco and find that they h=
ave my favourite type of Taramosalata in stock and I am (moderately) gratef=
ul for the computerised logistics systems which ensure that it is. A studen=
t becomes a little happier when he receives teaching which is relevant to h=
is needs and is not required to sit in a classroom for years on end being t=
aught things that he either doesn't understand or already knows, just becau=
se the school hasn't bothered accurately to assess and track what that stud=
ent's learning needs are.
To respond to Jeff's pithy comment:
"You can't fatten a pig by weighing it!"
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 tha=
t you know nothing about running a pig farm. Any efficient business is comp=
letely dependent on feedback and analysis of what it is doing. The systems =
that we have in place for doing this in education are generally extraordina=
rily primitive.
I have some sympathy with Alistair's comment
"the graphs ? I seriously do not
understand where they fit in"
but the problem here is not the fact that the data is being collected but t=
hat it is not being used efficiently. Nothing is joined up. There is no ben=
efit in collecting data just for the sake of making pretty graphs.
So what *is* the point of collecting the data? It seems to me that one of t=
he primary criteria of efficiency in education (putting aside motivation fo=
r a moment) is the correct pitching of teaching. In my experience as a teac=
her, 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 hav=
e mastered the necessary prerequisites.
So the key requirement for an efficient education system is managing progre=
ssion, 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 t=
eacher, that is an extremely complex managerial task.
We start from an extraordinarily antiquated system in which people are driv=
en 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 ty=
pe 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 di=
scussion as to whether we should be doing the same things in education.
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 d=
ata 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 motiva=
ted if it is tracking (and responding to) my individual wants. The whole po=
int of modern business intelligence systems is that they *do* treat people =
as individuals, even though there are large numbers of them in the system.
@Ray: I am not criticising the software systems that are out there (either =
for tracking student progress or even for e-portfolio :) but rather the dif=
ficulty of getting data in sufficient quality and quantity into these syste=
ms. 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 in=
ternal systems. So the fact that real-time reporting is a relatively recent=
government target does not undermine the fact that, internally, the requir=
ement for business intelligence has been long-standing.
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 Secr=
etary 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 an=
y 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 an=
d, in the case of real-time reporting, this means ensuring that you have a =
sufficient supply of data to the reporting component.
Hardly any of these components (real-time reporting, e-portfolio, learning =
tools, VLEs, MIS) is really viable on its own - which is why interoperabili=
ty ought to have been the first thing to be fixed and why it has been such =
a disaster that it wasn't.
Re. the Moodle video you link to - I completely agree with the point that t=
his 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 ev=
ening 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 reportin=
g to parents can become.
@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 a=
nalysis of what parents probably want. But the fact that this is what you s=
how 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 p=
rocessed form. There may be aspects of pupil's performance and competency w=
hich the over-pressed or stand-in teacher is completely unaware of.
@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" t=
hat can be given an EAN and scanned into a system.
I don't see why not. Has Johnny handed in a satisfactory piece of work demo=
nstrating an understanding of Pythagoras? Yes? Bleep!
Of course I exaggerate a bit and a binary "bleep" does not represent partic=
ularly high quality data - but other quantitative data like scores and grad=
es are all useful. You will get teachers to input comments wherever possibl=
e - and make it as easy as possible for them to do so - but teacher comment=
s 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 whe=
rever possible.
While I agree that the definition of some teaching aims and outcomes are su=
bjective, so are the buying decisions of many shoppers. But complex, subjec=
tive buying decisions can nevertheless, when analysed, demonstrate surprisi=
ng 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 th=
at are even harder to assess in that way, but which are vital to modern lif=
e.
So, following from above, I agree about the subjectivity but do not see thi=
s as a problem so long as the system recognises the fact of this uncertaint=
y.
I would call any measure of competency a "competency claim", just as a phil=
osopher might talk about a "truth claim". If you start to see a large numbe=
r 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. stud=
ent output on a student e-portfolio) which supports the claim. Quantitative=
data can be qualified by comments. So the subjective element can be review=
ed 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 o=
n subtraction are not failed in their end-of-course exams; but they are giv=
en 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, in=
tervention is left to the professional judgement of the teacher - but we al=
l 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 ac=
tivity to measure with a fair degree of accuracy. For all the talk of advan=
ced conceptual skills, there is quite a lot of learning which is pretty hum=
drum. One massive efficiency would be to ensure that the skilled graduate t=
eacher (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 all=
ow them to access the particular thing that the skilled graduate teacher ha=
s to offer. This is why Chris Gerry's approach combines business intelligen=
ce 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 re=
asonably" automated. As it is, the reductionist approach is creating more a=
nd more problems with SATs (let alone workload involved) as it becomes hard=
er and harder to align the capability that pupils display year-on-year. Tha=
t of course begs the whole norm vs criterion-referenced exam debate.
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 resu=
lts data for their own purposes. I would see a competency definition as a "=
live" thing, which lived through a continuous process of moderation, discus=
sion 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 e=
ducation and into work actually more capable (as against "competent")? I th=
ink 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 origina=
l and creative thought and I do not think that I am alone in remembering th=
at 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 st=
udents and many types of examination - but I think that a properly reconsti=
tuted 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-ass=
essed learning tasks?
I think there is a bit of a false dichotomy here between computer and teach=
er. Some tasks (see above) can be computer assessed very easily - others ca=
nnot. 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 a=
m writing this on the computer does not dehumanize my thoughts, (whether yo=
u agree with the views or not).
or does the VLE-emperor have no clothes after all?
I think in many respects the VLE-emperor as currently implemented is a pret=
ty skimpy dresser. But that leaves a vacant imperial throne which I think y=
ou will see being occupied by more capable systems which will bring the lon=
g delayed digital revolution to schools. Any good software system requires =
some kind of infrastructure-content set up. What sits in the vacated VLE th=
rone will be the infrastructure bits (plural) of the system.
I tend to believe it is rather naked and is going to remain so until the mu=
ch vaunted but yet-way-into-the-future true artificial intelligence is deli=
vered.
I do not think that there will ever be a magical (and rather spooky) total =
AI solution - rather *sufficient* intelligence for any particular task, wit=
h the ultimate intelligence always coming back to the human teacher. This i=
s all about supporting, not replacing, the human teacher who (in supermarke=
t terms) will always be the store manager. People who have read too much As=
imov and Orwell get very worked up about dehumanising robots without notici=
ng that they are using them all the time and that the robots are fantastica=
lly 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 oth=
er are separable. To take Microsoft Word as an example: it produces documen=
ts (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 initiali=
sation file. When I am half way through writing a document, I can save stat=
e (data again). And in a formal teaching context, when a teacher asks the c=
lass to do something, doesn't the teacher expect to see what the students h=
ave 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 backg=
round. 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 i=
s 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 s=
ee 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 t=
he 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 fo=
r teacher as required.
In summary, my position is that data is the life-blood of any modern busine=
ss and education is a very large, very complex, very expensive business.
Some data is very straightforward and objective. Some is more subjective an=
d 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 pr=
oblem.
Ultimately, it doesn't seem to me to be very reasonable that teachers shoul=
d benefit from the efficiency gains offered by other services and at the sa=
me time, when it comes to offering the same level of efficiency in the serv=
ice that they are responsible for providing, claim that they inhabit some s=
ort of Arcadian grove where the writ of modern business management techniqu=
es 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<mailto: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 sor=
t
of Dickensian Dark Age of paper-based ledgers. Most schools have very littl=
e
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 i=
n
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 o=
f
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 b=
y
the government.
Crispin.
> -----Original Message-----
> From: advisory-admin@talk.naace.org<mailto:advisory-admin@talk.naace.org>=
[mailto:advisory-<mailto:advisory->
> admin@talk.naace.org<mailto:admin@talk.naace.org>] On Behalf Of Colin J R=
evell
> Sent: 31 December 2009 18:05
> To: advisory@talk.naace.org<mailto:advisory@talk.naace.org>; secondary@ta=
lk.naace.org<mailto: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.or=
g> [mailto:secondary-<mailto:secondary->
> admin@talk.naace.org<mailto:admin@talk.naace.org>]
> On Behalf Of Tony Parkin
> Sent: 31 December 2009 14:22
> To: advisory@talk.naace.org<mailto:advisory@talk.naace.org>; secondary@ta=
lk.naace.org<mailto: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<mailto:Email%3Atony.parkin@ssatrust.org=
.uk>
> Tel: +44 20 7802 2306
> Mob:+44 07739 436073
> Skype: parkintony
> MSN: a.c.parkin@hotmail.co.uk<mailto:a.c.parkin@hotmail.co.uk>
> --------------------------------------------
> ________________________________________
> From: secondary-admin@talk.naace.org<mailto:secondary-admin@talk.naace.or=
g> [secondary-
> admin@talk.naace.org<mailto:admin@talk.naace.org>] On
> Behalf Of Ray Tolley [rjt@maximise-ict.co.uk<mailto:rjt@maximise-ict.co.u=
k>]
> Sent: 31 December 2009 12:41
> To: advisory@talk.naace.org<mailto:advisory@talk.naace.org>; secondary@ta=
lk.naace.org<mailto: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>=
[mailto:advisory-<mailto:advisory->
> admin@talk.naace.org<mailto:admin@talk.naace.org>]
> On Behalf Of Fergus Reynolds
> Sent: 31 December 2009 09:18
> To: advisory@talk.naace.org<mailto: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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<div class=3DSection1>
<div>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0cm =
0cm 0cm'>
<p class=3DMsoNormal><span style=3D'font-family:"Calibri","sans-serif";colo=
r:#002060'>I
think it is essential Fiona! What else is personalised learning about=
?<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'font-family:"Calibri","sans-serif";colo=
r:#002060'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span style=3D'font-family:"Calibri","sans-serif";colo=
r:navy'>Best
Wishes</span><span style=3D'font-family:"Calibri","sans-serif";color:#00206=
0'><o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'font-family:"Calibri","sans-serif";colo=
r:#002060'> <o:p></o:p></span></p>
<p class=3DMsoNormal><b><span style=3D'font-family:"Calibri","sans-serif";
color:navy'>Allison Allen</span></b><span style=3D'font-size:9.0pt;font-fam=
ily:
"Calibri","sans-serif";color:#002060'><o:p></o:p></span></p>
<p class=3DMsoNormal><b><span lang=3DEN-US style=3D'font-size:10.0pt;font-f=
amily:
"Tahoma","sans-serif"'><o:p> </o:p></span></b></p>
<p class=3DMsoNormal><b><span lang=3DEN-US style=3D'font-size:10.0pt;font-f=
amily:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US style=3D'font-siz=
e:10.0pt;
font-family:"Tahoma","sans-serif"'> secondary-admin@talk.naace.org
[mailto:secondary-admin@talk.naace.org] <b>On Behalf Of </b>Fiona Aubrey-Sm=
ith<br>
<b>Sent:</b> 06 January 2010 18:33<br>
<b>To:</b> 'Neil Adam'; Ray Tolley<br>
<b>Cc:</b> advisory; secondary<br>
<b>Subject:</b> [Secondary] RE: [Advisory] Online Reporting in Schools - A
serious rant<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:"Arial","s=
ans-serif"'>In
parallel to the conversation about the reporting that teachers provide and =
the
consequent engagement of parents, <o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'font-size:11.0pt;font-family:"Arial","s=
ans-serif"'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span style=3D'font-size:11.0pt;font-family:"Arial","s=
ans-serif"'>What
are people’s views on the role of learner’s (EY upwards) report=
ing on their own
learning?<o:p></o:p></span></p>
<p class=3DMsoNormal><span style=3D'font-size:11.0pt;font-family:"Arial","s=
ans-serif"'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-US style=3D'font-size:11.0pt;font-fami=
ly:"Arial","sans-serif"'>Best
wishes, Fiona<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-US style=3D'font-size:11.0pt;font-fami=
ly:"Arial","sans-serif"'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-US style=3D'font-size:11.0pt;font-fami=
ly:"Arial","sans-serif"'>Fiona
Aubrey-Smith<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-US style=3D'font-size:11.0pt;font-fami=
ly:"Arial","sans-serif"'>Head
of Educational Development<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-US style=3D'font-size:11.0pt;font-fami=
ly:"Arial","sans-serif"'>UniServity<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-US style=3D'font-size:11.0pt;font-fami=
ly:"Arial","sans-serif"'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-US style=3D'font-size:11.0pt;font-fami=
ly:"Arial","sans-serif"'>Telephone:
+44 7825 940 827<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-US style=3D'font-size:11.0pt;font-fami=
ly:"Arial","sans-serif"'>Address:
Soane Point, 6-8 Market Place, Reading, RG1 2EG<o:p></o:p></span></p>
<p class=3DMsoNormal><span lang=3DEN-US style=3D'font-size:11.0pt;font-fami=
ly:"Arial","sans-serif"'>Web:
<span style=3D'color:#0070C0'><a href=3D"http://www.uniservity.com/"><span
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href=3D"http://twitter.com/FionaAS"><span style=3D'color:#0070C0'>http://tw=
itter.com/FionaAS</span></a><o:p></o:p></span></span></p>
<p class=3DMsoNormal><span lang=3DEN-US style=3D'font-size:11.0pt;font-fami=
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<p class=3DMsoNormal><b><span lang=3DEN-US style=3D'font-size:10.0pt;font-f=
amily:
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e:10.0pt;
font-family:"Tahoma","sans-serif"'> advisory-admin@talk.naace.org [mailto:a=
dvisory-admin@talk.naace.org]
<b>On Behalf Of </b>Neil Adam<br>
<b>Sent:</b> 06 January 2010 17:04<br>
<b>To:</b> Ray Tolley<br>
<b>Cc:</b> advisory; secondary<br>
<b>Subject:</b> Re: [Advisory] Online Reporting in Schools - A serious rant=
<o:p></o:p></span></p>
</div>
<p class=3DMsoNormal><o:p> </o:p></p>
<p class=3DMsoNormal style=3D'margin-bottom:12.0pt'>Ray<br>
<br>
It worries me that the level of detail you imply will take "forever&qu=
ot;
for people to put into systems. Teachers need to get lives, or they will be
useless when it comes to working with young people in their care. Unless yo=
u
have standardised lesson plans that you can somehow automatically "per=
sonalise"
without much user input, plus "business intelligence" systems tha=
t
can then trawl and analyse learning outcomes and progress that such learnin=
g
plans then derive, the workload agreement will just evaporate as any kind o=
f
credible means of treating teachers as people. I don't know if you have a
family, but many teachers have other things to do in the evenings than upda=
te
the minutiae of plans and annotate all their kids work just to please some
pushy parents who want to be able to see instantly what their child did at
school *today*.<br>
<br>
The problem is that the politicians have said "real time", so the=
y
have opened Pandora's box. People will expect up-to-date info about today, =
not
last week, let alone last month. And teachers are not going to be able to
supply it. (Or asa someone said about levels, they will fudge it such that =
what
parents are told will only bear a vague resemblance to what happened in the
classroom.)<br>
<br>
Now the systems Crispin has been talking about may be able to do so, but as=
he
admits, they are quite some way off. Meanwhile parents who don't trust teac=
hers
are going to be getting down their necks because they haven't updated their
learning plans and assessments :(<br>
<br>
Yep, it genuinely worries me<br>
<br>
Neil<o:p></o:p></p>
<div>
<p class=3DMsoNormal>2010/1/6 Ray Tolley <<a
href=3D"mailto:rjt@maximise-ict.co.uk">rjt@maximise-ict.co.uk</a>><o:p><=
/o:p></p>
<div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:11.0pt;color:#1F497D'>Allistair,</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:11.0pt;color:#1F497D'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:11.0pt;color:#1F497D'>I like your style and appreciate w=
here
you are coming from after my own 45 years at the chalkface.</span><o:p></o:=
p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:11.0pt;color:#1F497D'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:11.0pt;color:#1F497D'>However, this on-line reporting &#=
8216;thing’
is not about grades or graphs it is about progress and process. In ot=
her
words where the learner has come from, where they are now and where they wa=
nt
to get to.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:11.0pt;color:#1F497D'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:11.0pt;color:#1F497D'>Does not my anecdote related previ=
ously
suggest that the parent/carer will have a better insight of their childR=
17;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?</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:11.0pt;color:#1F497D'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:11.0pt;color:#1F497D'>I worked with CMIS in a school som=
e 5-6
years ago and could well see the potential for ‘anytime annotation=
217; 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-t=
ime’
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.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:11.0pt;color:#1F497D'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:11.0pt;color:#1F497D'>As others have said, we are at the=
brink
of something very exciting. Let’s all pull together in (approxi=
mately)
the same direction!</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:11.0pt;color:#1F497D'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:11.0pt;color:#1F497D'>BW</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:11.0pt;color:#1F497D'> </span><o:p></o:p></p>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:#1F497D'>Ray Tolley </span><span
style=3D'font-size:8.0pt;color:#1F497D'>FEIDCT, NAACE Fellow, ACQI, MBILD</=
span><span
style=3D'font-size:10.0pt;color:#1F497D'><br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><span style=3D'font-size:11.0pt;color:#1F497D'><a
href=3D"http://raytolley.v2efolioworld.mnscu.edu/" target=3D"_blank"><span
style=3D'font-size:10.0pt'>http://raytolley.v2efolioworld.mnscu.edu/</span>=
</a></span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:#1F497D'>B: </span><span style=3D'fon=
t-size:
11.0pt;color:#1F497D'><a href=3D"http://www.efoliointheuk.blogspot.com/"
target=3D"_blank"><span style=3D'font-size:10.0pt'>http://www.efoliointheuk=
.blogspot.com/</span></a></span><span
style=3D'font-size:10.0pt;color:#1F497D'><br>
W: </span><span style=3D'font-size:11.0pt;color:#1F497D'><a
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm" target=3D"_blank"><spa=
n
style=3D'font-size:10.0pt'>http://www.maximise-ict.co.uk/eFolio-01.htm</spa=
n></a></span><span
style=3D'font-size:10.0pt;color:#1F497D'><br>
</span><span style=3D'font-size:10.0pt;color:#C00000'>Winner of the IMS
'Leadership Regional Award 2009'</span><o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:11.0pt;color:#1F497D'> </span><o:p></o:p></p>
<div>
<div style=3D'border:none;border-top:solid windowtext 1.0pt;padding:3.0pt 0=
cm 0cm 0cm;
border-color:-moz-use-text-color -moz-use-text-color'>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><b><span
lang=3DEN-US style=3D'font-size:10.0pt'>From:</span></b><span lang=3DEN-US
style=3D'font-size:10.0pt'> <a href=3D"mailto:advisory-admin@talk.naace.org=
"
target=3D"_blank">advisory-admin@talk.naace.org</a> [mailto:<a
href=3D"mailto:advisory-admin@talk.naace.org" target=3D"_blank">advisory-ad=
min@talk.naace.org</a>]
<b>On Behalf Of </b>Alistair Goodwin<br>
<b>Sent:</b> 06 January 2010 12:24<br>
<b>To:</b> Crispin Weston; 'advisory'<br>
<b>Subject:</b> [Advisory] Online Reporting in Schools - A serious rant</sp=
an><o:p></o:p></p>
</div>
</div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>Hi Crispin et al</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>Apologies for appearing to misinterpret your ang=
le on
this (see my footnote). Your recent email certainly outlines where you stan=
d 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 an=
d
other's comments on what is useful / probably most desirable to parents is =
a
strong development of this also.</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>I have 2 favourite quotes and a piece of useful =
advice
I was given a long time ago on this subject.</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>The first quote is obviously the pig one, pithy =
or not
(lisping or otherwise :).</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>The second is Einstein's:</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>"Not everything that can be counted counts,=
and
not everything that counts can be counted."</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>(again, apologies to Einstein if he does not ent=
irely
share my view here, but I still like it)</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>The piece of advice I was given on making sound =
assessments
of curriculum levels is this;</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>"Pick a number between 1 and 5 and chances =
are
you're not that far out." - Pure genius.</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>To me, teaching is a two way process. I don't te=
ach
the same stuff to the same pupil as anyone else because I would have a roug=
h
long-term plan of what goes on where. Job done.</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>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 jud=
gement
based on human traits I and they have and through a process of mutual respe=
ct.
I don't write it down. I just adjust what I'm saying as I say it, to accomo=
date
the sense of the person in front of me and the way in which they are 'takin=
g'
my meaning. I can still make the same point. We almost all do this constant=
ly
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 o=
n 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 t=
he
pupil at the time. I certainly don't put it on line. I'm probably at the pu=
b.</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>I believe I am able to do this because I had a g=
ood
upbringing and care about where other people are coming from. It's an appro=
ach
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 teache=
r
think you can do this better on-line, then great. I accept that and am
happy about it. I won't be joining you.</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>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 rel=
ated
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?</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>To me, assessment looks like a lesson plan. I wo=
uldn'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 se=
e
how good my judgement is, pop your head in the door for 10 seconds. You'll =
soon
work it out.</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>Draw a graph / don't draw a graph. It makes abso=
lutley
no difference to me whatsoever. I never look at them.</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>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.</span><o:=
p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>I am confident that my views here will be seen
by some as out of line and unprofessional. And there's your probl=
em
in a nutshell. More graphs, less emotion. God help us.</span><o:p></o:p></p=
>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>Isn't it about time that people who like graphs =
and
records and stuff just go back to administrative roles rather than making t=
he
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 N=
EVER
going to work. Natural administrators are never going to happily relinquish
control and power. They will simply introduce new systems on top of new sys=
tems
increasingly invalidating anybody else's point of view, humanity, art, musi=
c
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 pl=
anet
earth and that life is just too short to get hung up on how much progress y=
ou
made this week compared to your 'statistical neighbour'. No one even talks =
to
their REAL neighbours anymore. Wake up. </span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>Something is wrong and the current level of
availability of online grades is really not likely to be the source of the
problem.</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>There is only one purpose to life: To live.</spa=
n><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>Take a deep breath... and begin.</span><o:p></o:=
p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>Alistair Goodwin</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>Hants</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>N.B. The views expressed in this email are mine,=
not
Crispin's... but I am perfectly happy to share them :-)</span><o:p></o=
:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<blockquote style=3D'border:none;border-left:solid windowtext 1.5pt;padding=
:0cm 0cm 0cm 4.0pt;
margin-left:3.75pt;margin-top:5.0pt;margin-right:0cm;margin-bottom:5.0pt;
border-color:-moz-use-text-color -moz-use-text-color -moz-use-text-color bl=
ack'>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt'>----- Original Message ----- </span><o:p></o:p><=
/p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto;
background:#E4E4E4;-moz-background-clip: border;-moz-background-origin: pad=
ding;
-moz-background-inline-policy: continuous;background-position-x:0%;backgrou=
nd-position-y:0%;
background-attachment:scroll'><b><span style=3D'font-size:10.0pt'>From:</sp=
an></b><span
style=3D'font-size:10.0pt'> <a href=3D"mailto:crispin.weston@alphalearning.=
co.uk"
target=3D"_blank" title=3D"crispin.weston@alphalearning.co.uk">Crispin West=
on</a> </span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><b><span
style=3D'font-size:10.0pt'>To:</span></b><span style=3D'font-size:10.0pt'> =
<a
href=3D"mailto:advisory@talk.naace.org" target=3D"_blank"
title=3D"advisory@talk.naace.org">'advisory'</a> </span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><b><span
style=3D'font-size:10.0pt'>Sent:</span></b><span style=3D'font-size:10.0pt'=
>
Tuesday, January 05, 2010 6:57 PM</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><b><span
style=3D'font-size:10.0pt'>Subject:</span></b><span style=3D'font-size:10.0=
pt'> RE:
[Advisory] Online Reporting in Schools</span><o:p></o:p></p>
</div>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'> <o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>Hi all,</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>I seem to have stirred something up h=
ere.
Thanks to everyone’s comments and apologies in advance for a correspo=
ndingly
long essay in response.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>@Mike. I agree.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>@Alistair: thanks for the bouquet =
211; but I
think you may have misunderstood my position and I fear that the bouquet mi=
ght
metamorphose into a brickbat. My point is that I *<b>agree</b>* with
Chris Gerry that schools should become more like supermarkets in terms of t=
heir
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.</sp=
an><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>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&#=
8217;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 an=
d I
am (moderately) grateful for the computerised logistics systems which ensur=
e
that it is. A student becomes a little happier when he receives teaching wh=
ich
is relevant to his needs and is not required to sit in a classroom for year=
s 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 trac=
k what
that student’s learning needs are.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>To respond to Jeff’s pithy comm=
ent:</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>“</span><span style=3D'font-siz=
e:10.0pt;
font-family:"Courier New"'>You can't fatten a pig by weighing it!”</s=
pan><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>I agree that you fatten a pig by feed=
ing
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. A=
ny
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.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>I have some sympathy with Alistair=
217;s
comment </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>“</span><span style=3D'font-siz=
e:10.0pt;
font-family:"Courier New"'>the graphs ? I seriously do not </span><o:p></o:=
p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;font-family:"Courier New"'>understand where they =
fit
in”</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>but the problem here is not the fact =
that
the data is being collected but that it is not being used efficiently. Noth=
ing
is joined up. There is no benefit in collecting data just for the sake of
making pretty graphs. </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>So what *<b>is</b>* the point of coll=
ecting
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 o=
f
teaching. In my experience as a teacher, there is a time when a student is
ready to learn something. Apart from *<b>wanting</b>* to learn it (again, a
motivational aspect), the student must have mastered the necessary
prerequisites. </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>So the key requirement for an efficie=
nt
education system is managing progression, differentiation and personalisati=
on
to ensure that the right student gets the right bit of teaching at the righ=
t
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 manageria=
l
terms for the classroom teacher, that is an extremely complex managerial ta=
sk.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>We start from an extraordinarily anti=
quated
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 ge=
t
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 tha=
t we
are even having this discussion as to whether we should be doing the same
things in education.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>Of course, in education unlike farmin=
g, 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 b=
e
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=
*<b>do</b>*
treat people as individuals, even though there are large numbers of them in=
the
system.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>@Ray: I am not criticising the softwa=
re systems
that are out there (either for tracking student progress or even for
e-portfolio </span><span style=3D'font-size:10.0pt;font-family:Wingdings;
color:navy'>J</span><span style=3D'font-size:10.0pt;color:navy'> 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 syst=
ems.
So the fact that real-time reporting is a relatively recent government targ=
et
does not undermine the fact that, internally, the requirement for business
intelligence has been long-standing.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>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 ba=
th,
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 &=
#8220;real
time reporting doesn’t work”. It is very important to manage th=
e introduction
of these projects properly and, in the case of real-time reporting, this me=
ans
ensuring that you have a sufficient supply of data to the reporting compone=
nt.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>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. </span><o:p></o:p=
></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>Re. the Moodle video you link to R=
11; I
completely agree with the point that this is making. The data that the pare=
nt
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 a=
t
the moment, the type of data being collected by Moodle, is fairly rudimenta=
ry)
the richer the online reporting to parents can become. </span><o:p></o:p></=
p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>@John. I agree that you need to show =
the
right data to the right people in the right way (see comments on drowning i=
n
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 no=
t be
tracking other types of data as well, which may be of interest to other peo=
ple,
either in raw or processed form. There may be aspects of pupil’s perf=
ormance
and competency which the over-pressed or stand-in teacher is completely una=
ware
of.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'> </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><span
style=3D'font-size:10.0pt;color:navy'>@Neil: I agree with many of your conc=
erns
but not with your conclusion. My responses inline.</span><o:p></o:p></p>
<div style=3D'border:none;border-left:solid windowtext 1.5pt;padding:0cm 0c=
m 0cm 4.0pt;
border-color:-moz-use-text-color -moz-use-text-color -moz-use-text-color bl=
ue'>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><br>
All very well talking bar codes, but learning outcomes are not
"articles" that can be given an EAN and scanned into a system. <o=
:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>I don’t see why not. Has Johnny=
handed in a
satisfactory piece of work demonstrating an understanding of Pythagoras? Ye=
s?
Bleep! </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>Of course I exaggerate a bit and a bi=
nary
“bleep” does not represent particularly high quality data ̵=
1; but other
quantitative data like scores and grades are all useful. You will get teach=
ers
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 inte=
rnet
is in getting the customer to do a lot of the data entry that clerical staf=
f
used to have to do. Which is my original point: data entry is the killer an=
d
should be automated wherever possible.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>While I agree that the definition of =
some
teaching aims and outcomes are subjective, so are the buying decisions of m=
any
shoppers. But complex, subjective buying decisions can nevertheless, when
analysed, demonstrate surprising degrees of consistency. Maths models
probability really quite well.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
>That is
the problem with software and (even) performance/competency data - much of =
it
has a subjective element that "learning<span style=3D'color:navy'> </s=
pan>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 o=
f
"softer" skills that are even harder to assess in that way, but w=
hich
are vital to modern life.<o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>So, following from above, I agree abo=
ut the
subjectivity but do not see this as a problem so long as the system recogni=
ses
the fact of this uncertainty.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>I would call any measure of competenc=
y a
“competency claim”, just as a philosopher might talk about a &#=
8220;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 th=
at
student’s competency with some degree of confidence.</span><o:p></o:p=
></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>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. S=
o
the subjective element can be reviewed and interpreted and conclusions
moderated. The subjective tendencies of particular assessors can also be
tracked and compensated for.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>Also, I am proposing the measurement =
of
competency as an *<b>input</b>* and not an *<b>output</b>* of the system. A
group of students who are perceived to be weak on subtraction are not faile=
d in
their end-of-course exams; but they are given some extra teaching before th=
e
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 intellig=
ence
is not perfect, to making no interventions at all. People might say that, i=
n
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 f=
ight
for it.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>And finally, while some “soft&#=
8221; competencies
are very subjective, others are actually pretty straightforward. How good i=
s
someone’s French vocab within a particular domain? Not really that di=
fficult
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) shou=
ld
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 ski=
lled
graduate teacher has to offer. This is why Chris Gerry’s approach com=
bines
business intelligence with flexible grouping and staffing systems.</span><o=
:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
>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 become=
s
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. <o:=
p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>I think I agree with what you are say=
ing
here. I have never thought that a paragraph of bureaucratic text (which is =
what
criterion referencing gave us) is sufficient to define a competency. Everyo=
ne
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.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
>At the
moment people are (because the current system is more reductionist, criteri=
on-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 educat=
ion
and into work actually more capable (as against "competent")? I t=
hink
not.<o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>I don’t see any problem with te=
aching to
the test if it is a good test. The traditional academic essay, well examine=
d,
provided a real test of original and creative thought and I do not think th=
at 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 th=
ink that a
properly reconstituted examination system should be able to come up with te=
sts
which do not reward mechanistic teaching or merely the regurgitation of rot=
e
learning.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
>So, are
we chasing our tails by thinking we really can produce software-assessed
learning tasks? <o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>I think there is a bit of a false dic=
hotomy
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 compu=
ter
systems. The fact that I am writing this on the computer does not dehumaniz=
e my
thoughts, (whether you agree with the views or not).</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
>or does
the VLE-emperor have no clothes after all? <o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>I think in many respects the VLE-empe=
ror 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. An=
y
good software system requires some kind of infrastructure-content set up. W=
hat
sits in the vacated VLE throne will be the infrastructure bits (plural) of =
the
system. </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
>I tend
to believe it is rather naked and is going to remain so until the much vaun=
ted
but yet-way-into-the-future true artificial intelligence is delivered.<o:p>=
</o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>I do not think that there will ever b=
e a
magical (and rather spooky) total AI solution – rather *<b>sufficient=
</b>*
intelligence for any particular task, with the ultimate intelligence always
coming back to the human teacher. This is all about supporting, not replaci=
ng,
the human teacher who (in supermarket terms) will always be the store manag=
er.
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.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
>I
believe we should be doing more to get resources and tools to learners to l=
earn
and to teachers to help them teach, but not get so hung up chasing a
data-driven dream.<o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>I do not think that resources-and-too=
ls 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 savin=
g
style sheets (more data). Every time it launches it reads my preferences (m=
ore
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?</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>One of the major problems with learni=
ng 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 cont=
ent
is “static” and not data aware – it does not contextualis=
e, personalise, adapt
and report.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>Much of this data does not cross the
human’s retina – it works in the background. People drown not b=
ecause 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 use=
ful
or they are show the wrong sort or in the wrong way. John Wasteney says tha=
t
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.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>One of the characteristics of modern
technology is how user interfaces have become very much simpler to use. Goo=
d
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.</span><o:p></o:p=
></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>In summary, my position is that data =
is the
life-blood of any modern business and education is a very large, very compl=
ex,
very expensive business. </span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>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.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>Ultimately, it doesn’t seem to =
me to be
very reasonable that teachers should benefit from the efficiency gains offe=
red
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 moder=
n
business management techniques does not run.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>I guess that should be accompanied by
sounds of more stirring!</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><span
style=3D'font-size:10.0pt;color:navy'>Crispin.</span><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;margin-bottom:12.0pt'=
><o:p> </o:p></p>
<div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'>2010/1/5
Crispin Weston <<a href=3D"mailto:crispin.weston@alphalearning.co.uk"
target=3D"_blank">crispin.weston@alphalearning.co.uk</a>><o:p></o:p></p>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'>It
has always struck me that the real-time reporting agenda has a massive<br>
missing piece: where is the data that you are meant to be reporting on?<br>
I thought Chris Gerry (an innovative Head Teacher from Kent) made an<br>
excellent presentation at the NAACE autumn conference, pointing out that<br=
>
while Tesco analyses data on virtually every aspect of shoppers' purchasing=
<br>
preferences, schools are, in terms of business intelligence, still in a sor=
t<br>
of Dickensian Dark Age of paper-based ledgers. Most schools have very littl=
e<br>
useful performance or competency data in their systems. There's a big<br>
emphasis on attendance, I suspect, because it is about the only useful<br>
real-time data that schools have.<br>
The feet of clay of any business intelligence system is data input - and<br=
>
manual input is never the answer. The revolution for the supermarkets lay i=
n<br>
the bar-code reader. The revolution for schools will be when learning<br>
software (really useful and compelling in its own right) can report student=
<br>
performance and competence straight into central systems, which must also o=
f<br>
course be able to make sense of that data.<br>
I think that until this kind of interoperable data flow is sorted out, most=
<br>
of the energy in real time reporting programme will go on covering up the<b=
r>
fact that schools will simply be unable to deliver what has been promised b=
y<br>
the government.<br>
Crispin.<br>
<br>
<br>
> -----Original Message-----<br>
> From: <a href=3D"mailto:advisory-admin@talk.naace.org" target=3D"_blan=
k">advisory-admin@talk.naace.org</a>
[mailto:<a href=3D"mailto:advisory-" target=3D"_blank">advisory-</a><br>
> <a href=3D"mailto:admin@talk.naace.org" target=3D"_blank">admin@talk.n=
aace.org</a>]
On Behalf Of Colin J Revell<br>
> Sent: 31 December 2009 18:05<br>
> To: <a href=3D"mailto:advisory@talk.naace.org" target=3D"_blank">advis=
ory@talk.naace.org</a>;
<a href=3D"mailto:secondary@talk.naace.org" target=3D"_blank">secondary@tal=
k.naace.org</a><br>
> Subject: [Advisory] Online Reporting in Schools<br>
><br>
> Some thought for comment;<br>
><br>
> Being as I am in the process of rolling out secure online access to<br=
>
> parents<br>
> I find it interesting that there is very little "official"<b=
r>
> information about<br>
> this that I have come across. If you search online for real time<br>
> reporting<br>
> to parents or similar, you mainly get references to the letter that<br=
>
> Ed Balls<br>
> released at BETT in Jan 2008.<br>
><br>
> Where is the official guidance of exactly what has to be done, by<br>
> whom and<br>
> by when - as far as I can see there is more rumour than substance<br>
> and I am<br>
> wandering, in my more cynical moments, how much of the momentum for<br=
>
> this<br>
> change is coming from the MIS providers?<br>
><br>
> Colin<br>
><br>
> -----Original Message-----<br>
> From: <a href=3D"mailto:secondary-admin@talk.naace.org" target=3D"_bla=
nk">secondary-admin@talk.naace.org</a>
[mailto:<a href=3D"mailto:secondary-" target=3D"_blank">secondary-</a><br>
> <a href=3D"mailto:admin@talk.naace.org" target=3D"_blank">admin@talk.n=
aace.org</a>]<br>
> On Behalf Of Tony Parkin<br>
> Sent: 31 December 2009 14:22<br>
> To: <a href=3D"mailto:advisory@talk.naace.org" target=3D"_blank">advis=
ory@talk.naace.org</a>;
<a href=3D"mailto:secondary@talk.naace.org" target=3D"_blank">secondary@tal=
k.naace.org</a><br>
> Cc: Ray Tolley<br>
> Subject: RE: [Secondary] FW: [Advisory] Online Reporting in Primary<br=
>
> Schools<br>
><br>
> Fergus<br>
><br>
> ... and it may be worth a reminder to those schools exploring th=
is<br>
> journey<br>
> of the 'expectations' in this area, as currently delineated on the<br>
> Becta<br>
> website.....?<br>
> Ray might even like to ask suppliers in his calls how their<br>
> offerings<br>
> measure up against these requirements?<br>
><br>
> "What is online reporting?<br>
><br>
> Online reporting involves using ICT to enable parents to receive and<b=
r>
> access<br>
> information about their children's work, progress, attendance and<br>
> behaviour<br>
> when and where they want, using secure, online access.<br>
><br>
> What do I have to do and when?<br>
><br>
> Secondary schools are expected to make the following information<br>
> available<br>
> to parents through secure online access by September 2010:<br>
> * Attendance and behaviour (both positive and challengin=
g)<br>
> * Progress and attainment<br>
> * Special needs<br>
> All primary schools are expected to achieve this by September 2012.&qu=
ot;<br>
><br>
> It is worth noting that not all these aspects are addressed in some<br=
>
> of the<br>
> solutions being promoted to schools as ideal ways of meeting these<br>
> aspirations.<br>
><br>
> Also perhaps that 'real-time reporting', though clearly invaluable<br>
> and<br>
> undoubtedly welcomed by parents, is NOT part of the specification?<br>
><br>
> Tony<br>
> --------------------------------------------<br>
> Tony Parkin<br>
> Head of ICT Development<br>
> Specialist Schools & Academies Trust<br>
> 17th Floor, Millbank Tower<br>
> 21-24 Millbank<br>
> London SW1P 4QP<br>
><br>
> <a href=3D"mailto:Email%3Atony.parkin@ssatrust.org.uk" target=3D"_blan=
k">Email:tony.parkin@ssatrust.org.uk</a><br>
> Tel: +44 20 7802 2306<br>
> Mob:+44 07739 436073<br>
> Skype: parkintony<br>
> MSN: <a href=3D"mailto:a.c.parkin@hotmail.co.uk" target=3D"_blank">a.c=
.parkin@hotmail.co.uk</a><br>
> --------------------------------------------<br>
> ________________________________________<br>
> From: <a href=3D"mailto:secondary-admin@talk.naace.org" target=3D"_bla=
nk">secondary-admin@talk.naace.org</a>
[secondary-<br>
> <a href=3D"mailto:admin@talk.naace.org" target=3D"_blank">admin@talk.n=
aace.org</a>]
On<br>
> Behalf Of Ray Tolley [<a href=3D"mailto:rjt@maximise-ict.co.uk"
target=3D"_blank">rjt@maximise-ict.co.uk</a>]<br>
> Sent: 31 December 2009 12:41<br>
> To: <a href=3D"mailto:advisory@talk.naace.org" target=3D"_blank">advis=
ory@talk.naace.org</a>;
<a href=3D"mailto:secondary@talk.naace.org" target=3D"_blank">secondary@tal=
k.naace.org</a><br>
> Subject: [Secondary] FW: [Advisory] Online Reporting in Primary<br>
> Schools<br>
><br>
> Hi, Fergus,<br>
><br>
> I agree with Tony up to a point, but 'reports' are always about past<b=
r>
> experience and possibly previous teaching and learning styles. I=
<br>
> did a<br>
> quick phone-round of some of the suppliers but unfortunately they<br>
> were all<br>
> on holiday.<br>
><br>
> I have my own ideas on the benefits of on-line reporting and will<br>
> 'interrogate' leading known suppliers as to how they see on-line<br>
> reporting<br>
> moving in the near future. - I will report back shortly - probably<br>
> next<br>
> week.<br>
><br>
> Meanwhile, I would suggest that there are three different aspects to<b=
r>
> this<br>
> issue:<br>
><br>
> 1. The appropriate access to real-time reporting of progress<br>
> through<br>
> activities completed using some form of assessment software like<br>
> 'SmartAssess';<br>
> 2. The reporting written by teachers, that can be reasonably up-=
to-<br>
> date,<br>
> such as provided by SERCO/CMIS/Facility;<br>
> 3. The formative and possibly informal reporting available throu=
gh<br>
> a good<br>
> e-Portfolio system.<br>
><br>
> I'm sure that there are several other competitive products - but<br>
> firstly it<br>
> will depend on your present VLE provider.<br>
><br>
> PS: BETT will be a good source of advice even if coloured by som=
e<br>
> degree of<br>
> 'sales pitch'.<br>
><br>
> Best Wishes,<br>
><br>
> Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD<br>
> ICT Education Consultant<br>
> Maximise ICT Ltd<br>
> P: <a href=3D"http://raytolley.v2efolioworld.mnscu.edu/"
target=3D"_blank">http://raytolley.v2efolioworld.mnscu.edu/</a><br>
> B: <a href=3D"http://www.efoliointheuk.blogspot.com/" target=3D"=
_blank">http://www.efoliointheuk.blogspot.com/</a><br>
> W: <a href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"
target=3D"_blank">http://www.maximise-ict.co.uk/eFolio-01.htm</a><br>
> Winner of the IMS 'Leadership Regional Award 2009'<br>
><br>
> -----Original Message-----<br>
> From: <a href=3D"mailto:advisory-admin@talk.naace.org" target=3D"_blan=
k">advisory-admin@talk.naace.org</a>
[mailto:<a href=3D"mailto:advisory-" target=3D"_blank">advisory-</a><br>
> <a href=3D"mailto:admin@talk.naace.org" target=3D"_blank">admin@talk.n=
aace.org</a>]<br>
> On Behalf Of Fergus Reynolds<br>
> Sent: 31 December 2009 09:18<br>
> To: <a href=3D"mailto:advisory@talk.naace.org" target=3D"_blank">advis=
ory@talk.naace.org</a><br>
> Subject: [Advisory] Online Reporting in Primary Schools<br>
><br>
> Colleagues,<br>
><br>
> Does anybody have any advice, hints or tips on developing online<br>
> reporting in Primary schools? I am interested in examples of good<br>
> practice and any suggestions colleagues may have to help avoid<br>
> pitfalls in getting going. I am also interested in any schools that<br=
>
> colleagues could recommend as examples of good practice in this area<b=
r>
> -<br>
> especially in the North West of England. Any help, comments, etc<br>
> appreciated.<br>
> I am happy to receive responses offline if colleagues prefer that. I<b=
r>
> would be happy to collate responses if anyone would be interested in<b=
r>
> receiving that. Thanks in anticipation.<br>
><br>
> Best wishes for a Happy new Year<br>
><br>
> Fergus Reynolds<br>
> _______________________________________________<br>
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with<br>
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><br>
> unsubscribe Advisory YourEmailAddress<br>
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> or: send a message to <a href=3D"mailto:Advisory-request@talk.naace.or=
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_______________________________________________<br>
Advisory mailing list <a href=3D"mailto:Advisory@talk.naace.org" target=3D"=
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<a href=3D"http://talk.naace.org/mm/listinfo/advisory" target=3D"_blank">ht=
tp://talk.naace.org/mm/listinfo/advisory</a><br>
To unsubscribe send a message to <a href=3D"mailto:Advisory-admin@talk.naac=
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target=3D"_blank">Advisory-admin@talk.naace.org</a> with the body text:<br>
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unsubscribe Advisory YourEmailAddress<br>
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or: send a message to <a href=3D"mailto:Advisory-request@talk.naace.org"
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with the body text:<br>
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unsubscribe YourPassword YourEmailAddress<o:p></o:p></p>
</div>
<p class=3DMsoNormal style=3D'mso-margin-top-alt:auto;mso-margin-bottom-alt=
:auto'><br>
<br clear=3Dall>
<br>
-- <br>
<br>
Neil Adam<br>
Beacon ICT<br>
Twitter: @NeilAdam<br>
<a href=3D"http://www.beaconict.co.uk" target=3D"_blank">www.beaconict.co.u=
k</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 tho=
se
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>
</div>
</blockquote>
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</div>
</div>
<p class=3DMsoNormal><br>
<br clear=3Dall>
<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 tho=
se
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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