[Secondary] Re: [Advisory] Online Reporting in Schools - A serious rant
Ray Tolley
rjt@maximise-ict.co.uk
Fri, 8 Jan 2010 18:09:39 -0000
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Jeremy, not only 'Secondary' but certainly primary and SEN. The design of
the feedback may be different for different groups and of course the ethos
of any institution may prefer different solutions. - No one 'fit all'
solution will work - needs to be tailor-made to users' requirements - even
at the design stage this SHOULD pull in parental engagement and thus
consensus adoption by the majority.
Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: <http://raytolley.v2efolioworld.mnscu.edu/>
http://raytolley.v2efolioworld.mnscu.edu/
B: <http://www.efoliointheuk.blogspot.com/>
http://www.efoliointheuk.blogspot.com/
W: <http://www.maximise-ict.co.uk/eFolio-01.htm>
http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
From: secondary-admin@talk.naace.org [mailto:secondary-admin@talk.naace.org]
On Behalf Of J Meades
Sent: 08 January 2010 17:49
To: advisory@talk.naace.org; secondary@talk.naace.org
Subject: Re: [Secondary] Re: [Advisory] Online Reporting in Schools - A
serious rant
Totally agree Ray. This is an opportunity to shape Parental Engagement and a
fantastic opportunity to engage parents in the secondary education of their
children.
NAACE Members can help bring about a dialogue and shape the future.
Brilliant!
Jeremy
2010/1/8 Ray Tolley <rjt@maximise-ict.co.uk>
Hi, All,
In reply particularly to Alistair and Neil A. I think that there is no need
to take a pessimistic or even a jaundiced view. I have been phoning round
a handful of leading VLE suppliers and they all claim to be on the verge of
delivering on-line and real-time reporting. I'm sure that lots of promises
will be made at BETT next week. We need to be talking to these people and
really make constructive and supportive suggestions.
However, as I suggested previously, attendance, even if a bit simplistic in
terms of number crunching, IS a start. Parents and pupils are both
comfortable with the scenario - and the kids don't see it as spying.
So, yet again, as Leon has suggested in a different context, let's start
actually collaborating about the positive potential rather than the negative
clouds of gloom and doubt. Surely this, again, is a job for Naace - or
should we look elsewhere? ;-)
BW
Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD
ICT Education Consultant
Maximise ICT Ltd
P: <http://raytolley.v2efolioworld.mnscu.edu/>
http://raytolley.v2efolioworld.mnscu.edu/
B: <http://www.efoliointheuk.blogspot.com/>
http://www.efoliointheuk.blogspot.com/
W: <http://www.maximise-ict.co.uk/eFolio-01.htm>
http://www.maximise-ict.co.uk/eFolio-01.htm
Winner of the IMS 'Leadership Regional Award 2009'
From: secondary-admin@talk.naace.org [mailto:secondary-admin@talk.naace.org]
On Behalf Of Alistair Goodwin
Sent: 06 January 2010 14:20
To: Ray Tolley; advisory@talk.naace.org; secondary@talk.naace.org
Subject: [Secondary] Re: [Advisory] Online Reporting in Schools - A serious
rant
Hi Ray
No. I agree. at least in so much as John's concept of what parents would
find genuinely useful in trying to engage and support their pupil's learning
is concerned and in so much as having any of your computerised work
available online, 'cause why wouldn't you ? Personally, I like your anecdote
and am happy to support people developing this kind of approach, if it's
working for them. But, let's not take our eyes off the reality of what is
really happening here in education. If the current climate continues to be
allowed to thrive, then the funding and the support will not go towards
supporting the development of your anecdotal evidence. It will pass from one
'administrator' to another, because 'all you would have to show for it'
would be an anecdote whilst 'they' would be able to show 'real' benefits, ie
another boring graph.
I think some people genuinely would like schools to be a bit more like
supermarkets. I can't understand why, other than how easy administration
would be if we were all literally vegetables.
I am under no illusion about how this is likely to develop. I feel duty
bound to do what i can to try and head this off at the pass. Not just the
online agenda, but the underlying principles that are masked by its
potential development in what i see to be the wrong direction for, not just
ICT in the UK, but potentially the state of the world.
I too think we could have been at the brink of something very exciting.
However, I don't think for a minute that your anecdote will hold any water
in 5 years time if we don't rant like lunatics about this now.
I'm starting to think I might just be rubbish at email and it's hard to
convey what I mean. I am not trying to disagree with anybody necessarily.
I'm trying to understand why a system for generating new levels of
uninteresting information might be sought after, whilst also trying to flag
up something much more important about the state of our nation which online
graphs (and yes that IS what we will probably end up with) will only
consolidate. None of it's important. None of it. My child might be level 1,
he might be level 10. He might be an alien. I don't care. He's my child. I
would like to know how his life is going, that he and the people around him
genuinely know who he is and that he is going to live in a world where
that's OK.
I'm upset that that will be viewed as somehow unsubstantiated,
unprofessional or invalid. In fact, I'm upset that your anecdote may not be
used as a benchmark for developing online systems because it's not on a
spreadsheet.
I'm going outside now to hopefully snowball someone I've never met.
Alistair
----- Original Message -----
From: Ray Tolley <mailto:rjt@maximise-ict.co.uk>
To: advisory@talk.naace.org ; secondary@talk.naace.org
Sent: Wednesday, January 06, 2010 1:19 PM
Subject: RE: [Advisory] Online Reporting in Schools - A serious rant
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 from,
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
evidences of work done and progress made? And for that matter not being
suddenly surprised at the Parents' Meeting?
I worked with CMIS in a school some 5-6 years ago and could well see the
potential for 'anytime annotation' of a child's progress which could then be
accessed as near as anything at any point in time by (at that time)
teachers. This, to me is what 'real-time' reporting is about. No pressure
on the teacher to meet the massive deadlines of end-of-term reports written
late at night in a stupor of tiredness. But rather a progressive
compilation of formative feedback along with the automated and monitored
documentation of collaborative self-assessments as and when completed.
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/>
http://raytolley.v2efolioworld.mnscu.edu/
B: <http://www.efoliointheuk.blogspot.com/>
http://www.efoliointheuk.blogspot.com/
W: <http://www.maximise-ict.co.uk/eFolio-01.htm>
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]
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 appreciate that. My comments still stand though. The supermarket analogy
is a really useful starting point for discussing this and John's and other's
comments on what is useful / probably most desirable to parents is a strong
development of this also.
I have 2 favourite quotes and a piece of useful advice I was given a long
time ago on this subject.
The first quote is obviously the pig one, pithy or not (lisping or otherwise
:).
The second is Einstein's:
"Not everything that can be counted counts, and not everything that counts
can be counted."
(again, apologies to Einstein if he does not entirely share my view here,
but I still like it)
The piece of advice I was given on making sound assessments of curriculum
levels is this;
"Pick a number between 1 and 5 and chances are you're not that far out." -
Pure genius.
To me, teaching is a two way process. I don't teach the same stuff to the
same pupil as anyone else because I would have a rough long-term plan of
what goes on where. Job done.
The rest is down to me 'teaching'. I know if I start discussing something
with someone whether they are interested / able to understand what I'm
saying / listening / struggling etc. I make this judgement based on human
traits I and they have and through a process of mutual respect. I don't
write it down. I just adjust what I'm saying as I say it, to accomodate the
sense of the person in front of me and the way in which they are 'taking' my
meaning. I can still make the same point. We almost all do this constantly
and impercievably. If a pupil in the class has 'done this already at my old
school, sir' I make damn sure he/she gets a different angle / perspective on
it but that they still appear to be studying alongside their peers. I may or
may not write this down. Depends if I want to and if it's useful to me or
the pupil at the time. I certainly don't put it on line. I'm probably at the
pub.
I believe I am able to do this because I had a good upbringing and care
about where other people are coming from. It's an approach that works in
mainstream settings, SEN, the curry house, Paddington Station and Tiananmen
square. Somewhere along the line teachers, friends and colleagues allowed me
to develop into somebody who knows who he is. If you as a teacher think you
can do this better on-line, then great. I accept that and am happy about it.
I won't be joining you.
Furthermore, when I was at school I sat a series of exams at precisely the
same time as everyone else in the country whether I was ready for it or not.
The grade I got was personal to me, and presumably related to whatever I
wrote on the paper at the time. I'm unclear on how much more 'personalised'
that grade could have got. However, I'm also very clear that that grade in
that exam relates to little other than my ability to get that grade in that
exam. What about it?
To me, assessment looks like a lesson plan. I wouldn't have planned the
lesson like that if I thought it was at the wrong 'level' or if it wasn't
clearly the 'next step' in these pupils' learning. You want to see how good
my judgement is, pop your head in the door for 10 seconds. You'll soon work
it out.
Draw a graph / don't draw a graph. It makes absolutley no difference to me
whatsoever. I never look at them.
Just to make my position even more clear, if you think that giving all
pupils on free school meals a laptop is going to sort this country out,
you're an idiot. The divide is not digital. It's human. I can see it quite
clearly, but only when I'm not staring at this damn laptop.
I am confident that my views here will be seen by some as out of line and
unprofessional. And there's your problem in a nutshell. More graphs, less
emotion. God help us.
Isn't it about time that people who like graphs and records and stuff just
go back to administrative roles rather than making the rest of us feel like
our lives aren't valid if they're not spellchecked and coloured according to
category? Who put them in charge ? That's NEVER going to work. Natural
administrators are never going to happily relinquish control and power. They
will simply introduce new systems on top of new systems increasingly
invalidating anybody else's point of view, humanity, art, music etc
Hopefully, the new drive provided by the thinkers behind the Primary
Curriculum review will force these people out of the picture because people
will again get a chance to see that there is potentially more to life on
planet earth and that life is just too short to get hung up on how much
progress you made this week compared to your 'statistical neighbour'. No one
even talks to their REAL neighbours anymore. Wake up.
Something is wrong and the current level of availability of online grades is
really not likely to be the source of the problem.
There is only one purpose to life: To live.
Take a deep breath... and begin.
Alistair Goodwin
Hants
N.B. The views expressed in this email are mine, not Crispin's... but I am
perfectly happy to share them :-)
----- Original Message -----
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 more
like supermarkets in terms of their business intelligence (though not, of
course, in terms of the service they offer). My criticism of real time
reporting is not of the aspiration but of the failure to put in place some
of the essential prerequisites beforehand.
Of course I also agree with the stuff about children being happy, fulfilled
individuals - but I am suspicious of what I take to be a suggestion that
efficiency is the enemy of happiness. People's happiness increases a little
when they receive a public service which is efficient and appropriate to
their needs. My happiness increases when I go into Tesco and find that they
have my favourite type of Taramosalata in stock and I am (moderately)
grateful for the computerised logistics systems which ensure that it is. A
student becomes a little happier when he receives teaching which is relevant
to his needs and is not required to sit in a classroom for years on end
being taught things that he either doesn't understand or already knows, just
because the school hasn't bothered accurately to assess and track what that
student's learning needs are.
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 that
you know nothing about running a pig farm. Any efficient business is
completely dependent on feedback and analysis of what it is doing. The
systems that we have in place for doing this in education are generally
extraordinarily primitive.
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
that it is not being used efficiently. Nothing is joined up. There is no
benefit in collecting data just for the sake of making pretty graphs.
So what *is* the point of collecting the data? It seems to me that one of
the primary criteria of efficiency in education (putting aside motivation
for a moment) is the correct pitching of teaching. In my experience as a
teacher, there is a time when a student is ready to learn something. Apart
from *wanting* to learn it (again, a motivational aspect), the student must
have mastered the necessary prerequisites.
So the key requirement for an efficient education system is managing
progression, differentiation and personalisation to ensure that the right
student gets the right bit of teaching at the right time - just as a farmer
gives the right sort of food to the right pig or puts the right bit of
fertilizer on the right bit of the field. And in managerial terms for the
classroom teacher, that is an extremely complex managerial task.
We start from an extraordinarily antiquated system in which people are
driven through the syllabus in age-based cohorts, like troops being driven
over the top at the Somme in neat lines. But to get away from this, we have
to have systems capable of tracking students' individual capabilities. This
type of tracking of business effectiveness is so ubiquitous and its value so
widely accepted that I find it very strange that we are even having this
discussion as to whether we should be doing the same things in education.
Of course, in education unlike farming, the student (unlike the pig) has an
important say in what he/she needs - but this is a question of where the
data comes from and does not undermine the need to track it. This links back
to the motivational aspect: I am more likely to be motivated if the system
is tracking (and responding to) my individual needs - and even more
motivated if it is tracking (and responding to) my individual wants. The
whole point of modern business intelligence systems is that they *do* treat
people as individuals, even though there are large numbers of them in the
system.
@Ray: I am not criticising the software systems that are out there (either
for tracking student progress or even for e-portfolio J but rather the
difficulty of getting data in sufficient quality and quantity into these
systems. I do not see real-time reporting or the involvement of parents as a
pre-requisite but rather as a follow-on benefit from implementing effective
internal systems. So the fact that real-time reporting is a relatively
recent government target does not undermine the fact that, internally, the
requirement for business intelligence has been long-standing.
I support the objective of real time reporting. The danger (as with so many
other systems) is that it will be introduced in response to what some
Secretary of State dreamed up in the bath, driven through by civil servants
who are only concerned to tick the right boxes, fail miserably to do anyone
any good and end up with people saying "real time reporting doesn't work".
It is very important to manage the introduction of these projects properly
and, in the case of real-time reporting, this means ensuring that you have a
sufficient supply of data to the reporting component.
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.
Re. the Moodle video you link to - I completely agree with the point that
this is making. The data that the parent can see is the data which is being
automatically managed by Moodle from the online assignments. When it comes
to offline assignments, no-one is realistically going to sit down in the
evening and key in the data. So the more data is collected automatically
(and I think most people would agree that at the moment, the type of data
being collected by Moodle, is fairly rudimentary) the richer the online
reporting to parents can become.
@John. I agree that you need to show the right data to the right people in
the right way (see comments on drowning in data below). I agree with your
analysis of what parents probably want. But the fact that this is what you
show to parents does not mean that you should not be tracking other types of
data as well, which may be of interest to other people, either in raw or
processed form. There may be aspects of pupil's performance and competency
which the over-pressed or stand-in teacher is completely unaware of.
@Neil: I agree with many of your concerns but not with your conclusion. My
responses inline.
All very well talking bar codes, but learning outcomes are not "articles"
that can be given an EAN and scanned into a system.
I don't see why not. Has Johnny handed in a satisfactory piece of work
demonstrating an understanding of Pythagoras? Yes? Bleep!
Of course I exaggerate a bit and a binary "bleep" does not represent
particularly high quality data - but other quantitative data like scores and
grades are all useful. You will get teachers to input comments wherever
possible - and make it as easy as possible for them to do so - but teacher
comments are (a) expensive and (b) are not always uber-reliable either. One
of the big gains for businesses in using the internet is in getting the
customer to do a lot of the data entry that clerical staff used to have to
do. Which is my original point: data entry is the killer and should be
automated wherever possible.
While I agree that the definition of some teaching aims and outcomes are
subjective, so are the buying decisions of many shoppers. But complex,
subjective buying decisions can nevertheless, when analysed, demonstrate
surprising degrees of consistency. Maths models probability really quite
well.
That is the problem with software and (even) performance/competency data -
much of it has a subjective element that "learning software (really useful
and compelling in its own right)" cannot automatically assess and post into
your data capture system. Then there's a whole range of "softer" skills that
are even harder to assess in that way, but which are vital to modern life.
So, following from above, I agree about the subjectivity but do not see this
as a problem so long as the system recognises the fact of this uncertainty.
I would call any measure of competency a "competency claim", just as a
philosopher might talk about a "truth claim". If you start to see a large
number of competency claims from different sources showing a significant
degree of consistency, you can start to talk about that student's competency
with some degree of confidence.
Competency claims will very often be accompanied by the evidence (e.g.
student output on a student e-portfolio) which supports the claim.
Quantitative data can be qualified by comments. So the subjective element
can be reviewed and interpreted and conclusions moderated. The subjective
tendencies of particular assessors can also be tracked and compensated for.
Also, I am proposing the measurement of competency as an *input* and not an
*output* of the system. A group of students who are perceived to be weak on
subtraction are not failed in their end-of-course exams; but they are given
some extra teaching before the introduction of a unit on long division. If
that perception is misjudged in a few cases, no very great harm has been
done and the decision to make that intervention can be quickly overridden.
Making interventions based on some kind of business intelligence seems to me
to be preferable, even if the intelligence is not perfect, to making no
interventions at all. People might say that, in the current environment,
intervention is left to the professional judgement of the teacher - but we
all know that, 90% of the time, hardly anything happens at all. The swill is
just shovelled into the trough and the pigs are left to fight for it.
And finally, while some "soft" competencies are very subjective, others are
actually pretty straightforward. How good is someone's French vocab within a
particular domain? Not really that difficult for a computer-delivered
activity to measure with a fair degree of accuracy. For all the talk of
advanced conceptual skills, there is quite a lot of learning which is pretty
humdrum. One massive efficiency would be to ensure that the skilled graduate
teacher (who represents a valuable resource) should not be put in front of a
class of students who have not acquired the basic knowledge which will allow
them to access the particular thing that the skilled graduate teacher has to
offer. This is why Chris Gerry's approach combines business intelligence
with flexible grouping and staffing systems.
The Government (quite reasonably) wants to reduce teacher workload through
automation, but there comes a point at which we have to ask "what can be
reasonably" automated. As it is, the reductionist approach is creating more
and more problems with SATs (let alone workload involved) as it becomes
harder and harder to align the capability that pupils display year-on-year.
That of course begs the whole norm vs criterion-referenced exam debate.
I think I agree with what you are saying here. I have never thought that a
paragraph of bureaucratic text (which is what criterion referencing gave us)
is sufficient to define a competency. Everyone understands the paragraph
differently, which has given governments the opportunity to manipulate
results data for their own purposes. I would see a competency definition as
a "live" thing, which lived through a continuous process of moderation,
discussion and revision. Which what good teachers do anyway.
At the moment people are (because the current system is more reductionist,
criterion-based) teaching to the test and "standards" are going up. But is
that actually educating children better? Do they get to the next stage of
education and into work actually more capable (as against "competent")? I
think not.
I don't see any problem with teaching to the test if it is a good test. The
traditional academic essay, well examined, provided a real test of original
and creative thought and I do not think that I am alone in remembering that
I learnt more when revising for my major exams than in years of cruising
along in classrooms. OK - the academic essay is not appropriate to many
students and many types of examination - but I think that a properly
reconstituted examination system should be able to come up with tests which
do not reward mechanistic teaching or merely the regurgitation of rote
learning.
So, are we chasing our tails by thinking we really can produce
software-assessed learning tasks?
I think there is a bit of a false dichotomy here between computer and
teacher. Some tasks (see above) can be computer assessed very easily -
others cannot. But in the latter case, the job of the teacher can be made
very much easier by being assisted by appropriate computer systems. The fact
that I am writing this on the computer does not dehumanize my thoughts,
(whether you agree with the views or not).
or does the VLE-emperor have no clothes after all?
I think in many respects the VLE-emperor as currently implemented is a
pretty skimpy dresser. But that leaves a vacant imperial throne which I
think you will see being occupied by more capable systems which will bring
the long delayed digital revolution to schools. Any good software system
requires some kind of infrastructure-content set up. What sits in the
vacated VLE throne will be the infrastructure bits (plural) of the system.
I tend to believe it is rather naked and is going to remain so until the
much vaunted but yet-way-into-the-future true artificial intelligence is
delivered.
I do not think that there will ever be a magical (and rather spooky) total
AI solution - rather *sufficient* intelligence for any particular task, with
the ultimate intelligence always coming back to the human teacher. This is
all about supporting, not replacing, the human teacher who (in supermarket
terms) will always be the store manager. People who have read too much
Asimov and Orwell get very worked up about dehumanising robots without
noticing that they are using them all the time and that the robots are
fantastically useful.
I believe we should be doing more to get resources and tools to learners to
learn and to teachers to help them teach, but not get so hung up chasing a
data-driven dream.
I do not think that resources-and-tools on the one hand and data on the
other are separable. To take Microsoft Word as an example: it produces
documents (i.e. data). It simplifies the task by saving style sheets (more
data). Every time it launches it reads my preferences (more data) from an
initialisation file. When I am half way through writing a document, I can
save state (data again). And in a formal teaching context, when a teacher
asks the class to do something, doesn't the teacher expect to see what the
students have done, if anything?
One of the major problems with learning resources and tools at the moment
(and which we are trying to address through the BECTA/ISB Content Packaging
project) is the fact that so much learning content is "static" and not data
aware - it does not contextualise, personalise, adapt and report.
Much of this data does not cross the human's retina - it works in the
background. People drown not because the sea is big but because they can't
swim. People "drown in data" not because there is too much data but because
it is not understandable or because it is not useful or they are show the
wrong sort or in the wrong way. John Wasteney says that parents do not want
to see attendance records but they do like to receive a text message when
their child hasn't turned up to school. Quite agree. But that is a point
about the presentation of data, not about whether data is a good thing in
itself.
One of the characteristics of modern technology is how user interfaces have
become very much simpler to use. Good software will collect the data, make
sense of the data, and present to the teacher only what the teacher finds
useful. Substitute parent/student/head teacher/special needs adviser etc for
teacher as required.
In summary, my position is that data is the life-blood of any modern
business and education is a very large, very complex, very expensive
business.
Some data is very straightforward and objective. Some is more subjective and
nuanced. So create systems which run the right horse on the right course.
Codify and measure where you can (because codification allows automation),
use free text where you need nuance and interpretation. I can't see the
problem.
Ultimately, it doesn't seem to me to be very reasonable that teachers should
benefit from the efficiency gains offered by other services and at the same
time, when it comes to offering the same level of efficiency in the service
that they are responsible for providing, claim that they inhabit some sort
of Arcadian grove where the writ of modern business management techniques
does not run.
I guess that should be accompanied by sounds of more stirring!
Crispin.
2010/1/5 Crispin Weston <crispin.weston@alphalearning.co.uk>
It has always struck me that the real-time reporting agenda has a massive
missing piece: where is the data that you are meant to be reporting on?
I thought Chris Gerry (an innovative Head Teacher from Kent) made an
excellent presentation at the NAACE autumn conference, pointing out that
while Tesco analyses data on virtually every aspect of shoppers' purchasing
preferences, schools are, in terms of business intelligence, still in a sort
of Dickensian Dark Age of paper-based ledgers. Most schools have very little
useful performance or competency data in their systems. There's a big
emphasis on attendance, I suspect, because it is about the only useful
real-time data that schools have.
The feet of clay of any business intelligence system is data input - and
manual input is never the answer. The revolution for the supermarkets lay in
the bar-code reader. The revolution for schools will be when learning
software (really useful and compelling in its own right) can report student
performance and competence straight into central systems, which must also of
course be able to make sense of that data.
I think that until this kind of interoperable data flow is sorted out, most
of the energy in real time reporting programme will go on covering up the
fact that schools will simply be unable to deliver what has been promised by
the government.
Crispin.
> -----Original Message-----
> From: advisory-admin@talk.naace.org [mailto:advisory-
> admin@talk.naace.org] On Behalf Of Colin J Revell
> Sent: 31 December 2009 18:05
> To: advisory@talk.naace.org; secondary@talk.naace.org
> Subject: [Advisory] Online Reporting in Schools
>
> Some thought for comment;
>
> Being as I am in the process of rolling out secure online access to
> parents
> I find it interesting that there is very little "official"
> information about
> this that I have come across. If you search online for real time
> reporting
> to parents or similar, you mainly get references to the letter that
> Ed Balls
> released at BETT in Jan 2008.
>
> Where is the official guidance of exactly what has to be done, by
> whom and
> by when - as far as I can see there is more rumour than substance
> and I am
> wandering, in my more cynical moments, how much of the momentum for
> this
> change is coming from the MIS providers?
>
> Colin
>
> -----Original Message-----
> From: secondary-admin@talk.naace.org [mailto:secondary-
> admin@talk.naace.org]
> On Behalf Of Tony Parkin
> Sent: 31 December 2009 14:22
> To: advisory@talk.naace.org; secondary@talk.naace.org
> Cc: Ray Tolley
> Subject: RE: [Secondary] FW: [Advisory] Online Reporting in Primary
> Schools
>
> Fergus
>
> ... and it may be worth a reminder to those schools exploring this
> journey
> of the 'expectations' in this area, as currently delineated on the
> Becta
> website.....?
> Ray might even like to ask suppliers in his calls how their
> offerings
> measure up against these requirements?
>
> "What is online reporting?
>
> Online reporting involves using ICT to enable parents to receive and
> access
> information about their children's work, progress, attendance and
> behaviour
> when and where they want, using secure, online access.
>
> What do I have to do and when?
>
> Secondary schools are expected to make the following information
> available
> to parents through secure online access by September 2010:
> * Attendance and behaviour (both positive and challenging)
> * Progress and attainment
> * Special needs
> All primary schools are expected to achieve this by September 2012."
>
> It is worth noting that not all these aspects are addressed in some
> of the
> solutions being promoted to schools as ideal ways of meeting these
> aspirations.
>
> Also perhaps that 'real-time reporting', though clearly invaluable
> and
> undoubtedly welcomed by parents, is NOT part of the specification?
>
> Tony
> --------------------------------------------
> Tony Parkin
> Head of ICT Development
> Specialist Schools & Academies Trust
> 17th Floor, Millbank Tower
> 21-24 Millbank
> London SW1P 4QP
>
> Email:tony.parkin@ssatrust.org.uk
<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
> --------------------------------------------
> ________________________________________
> From: secondary-admin@talk.naace.org [secondary-
> admin@talk.naace.org] On
> Behalf Of Ray Tolley [rjt@maximise-ict.co.uk]
> Sent: 31 December 2009 12:41
> To: advisory@talk.naace.org; secondary@talk.naace.org
> Subject: [Secondary] FW: [Advisory] Online Reporting in Primary
> Schools
>
> Hi, Fergus,
>
> I agree with Tony up to a point, but 'reports' are always about past
> experience and possibly previous teaching and learning styles. I
> did a
> quick phone-round of some of the suppliers but unfortunately they
> were all
> on holiday.
>
> I have my own ideas on the benefits of on-line reporting and will
> 'interrogate' leading known suppliers as to how they see on-line
> reporting
> moving in the near future. - I will report back shortly - probably
> next
> week.
>
> Meanwhile, I would suggest that there are three different aspects to
> this
> issue:
>
> 1. The appropriate access to real-time reporting of progress
> through
> activities completed using some form of assessment software like
> 'SmartAssess';
> 2. The reporting written by teachers, that can be reasonably up-to-
> date,
> such as provided by SERCO/CMIS/Facility;
> 3. The formative and possibly informal reporting available through
> a good
> e-Portfolio system.
>
> I'm sure that there are several other competitive products - but
> firstly it
> will depend on your present VLE provider.
>
> PS: BETT will be a good source of advice even if coloured by some
> degree of
> 'sales pitch'.
>
> Best Wishes,
>
> Ray Tolley FEIDCT, NAACE Fellow, ACQI, MBILD
> ICT Education Consultant
> Maximise ICT Ltd
> P: http://raytolley.v2efolioworld.mnscu.edu/
> B: http://www.efoliointheuk.blogspot.com/
> W: http://www.maximise-ict.co.uk/eFolio-01.htm
> Winner of the IMS 'Leadership Regional Award 2009'
>
> -----Original Message-----
> From: advisory-admin@talk.naace.org [mailto:advisory-
> admin@talk.naace.org]
> On Behalf Of Fergus Reynolds
> Sent: 31 December 2009 09:18
> To: advisory@talk.naace.org
> Subject: [Advisory] Online Reporting in Primary Schools
>
> Colleagues,
>
> Does anybody have any advice, hints or tips on developing online
> reporting in Primary schools? I am interested in examples of good
> practice and any suggestions colleagues may have to help avoid
> pitfalls in getting going. I am also interested in any schools that
> colleagues could recommend as examples of good practice in this area
> -
> especially in the North West of England. Any help, comments, etc
> appreciated.
> I am happy to receive responses offline if colleagues prefer that. I
> would be happy to collate responses if anyone would be interested in
> receiving that. Thanks in anticipation.
>
> Best wishes for a Happy new Year
>
> Fergus Reynolds
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<div class=3DSection1>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Jeremy, not only ‘Secondary’ but certainly =
primary
and SEN. The design of the feedback may be different for different =
groups
and of course the ethos of any institution may prefer different =
solutions.
- No one ‘fit all’ solution will work – needs to =
be
tailor-made to users’ requirements – even at the design =
stage this SHOULD
pull in parental engagement and thus consensus adoption by the =
majority.<o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>Ray Tolley </span><span =
style=3D'font-size:8.0pt;font-family:
"Arial","sans-serif";color:#1F497D'>FEIDCT, NAACE Fellow, ACQI, =
MBILD</span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
ICT Education Consultant<br>
Maximise ICT Ltd<br>
P: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://raytolley.v2efolioworld.mnscu.edu/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://raytol=
ley.v2efolioworld.mnscu.edu/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#1F497D'>B: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a href=3D"http://www.efoliointheuk.blogspot.com/"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ef=
oliointheuk.blogspot.com/</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
W: </span><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><a =
href=3D"http://www.maximise-ict.co.uk/eFolio-01.htm"><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif"'>http://www.ma=
ximise-ict.co.uk/eFolio-01.htm</span></a></span><span
style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";color:#1F497D'=
><br>
</span><span style=3D'font-size:10.0pt;font-family:"Arial","sans-serif";
color:#C00000'>Winner of the IMS 'Leadership Regional Award =
2009'</span><span
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";color:#1F497=
D'><o:p></o:p></span></p>
<p class=3DMsoNormal><span =
style=3D'font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div style=3D'border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt =
0cm 0cm 0cm'>
<p class=3DMsoNormal><b><span lang=3DEN-US =
style=3D'font-size:10.0pt;font-family:
"Tahoma","sans-serif"'>From:</span></b><span lang=3DEN-US =
style=3D'font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> secondary-admin@talk.naace.org
[mailto:secondary-admin@talk.naace.org] <b>On Behalf Of </b>J Meades<br>
<b>Sent:</b> 08 January 2010 17:49<br>
<b>To:</b> advisory@talk.naace.org; secondary@talk.naace.org<br>
<b>Subject:</b> Re: [Secondary] 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'>Totally agree Ray. =
This is an
opportunity to shape Parental Engagement and a fantastic opportunity to =
engage
parents in the secondary education of their children.<br>
<br>
NAACE Members can help bring about a dialogue and shape the future. =
Brilliant!<br>
<br>
Jeremy<br>
<br>
<br>
<o:p></o:p></p>
<div>
<p class=3DMsoNormal>2010/1/8 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'>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: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'>In reply particularly to =
Alistair and
Neil A. I think that there is no need to take a pessimistic or =
even a
jaundiced view. I have been phoning round a handful of =
leading VLE
suppliers and they all claim to be on the verge of delivering on-line =
and
real-time reporting. I’m sure that lots of promises will be =
made at
BETT next week. We need to be talking to these people and really =
make
constructive and supportive suggestions.</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, as I suggested =
previously,
attendance, even if a bit simplistic in terms of number crunching, IS a
start. Parents and pupils are both comfortable with the scenario =
–
and the kids don’t see it as spying.</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'>So, yet again, as Leon has =
suggested in
a different context, let’s start actually collaborating about the
positive potential rather than the negative clouds of gloom and =
doubt. Surely
this, again, is a job for Naace – or should we look =
elsewhere? ;-)</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>
<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/</spa=
n></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'font-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"><span
style=3D'font-size:10.0pt'>http://www.maximise-ict.co.uk/eFolio-01.htm</s=
pan></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>
<div style=3D'border:none;border-top:solid windowtext =
1.0pt;padding:3.0pt 0cm 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:secondary-admin@talk.naace.org"
target=3D"_blank">secondary-admin@talk.naace.org</a> [mailto:<a
href=3D"mailto:secondary-admin@talk.naace.org" =
target=3D"_blank">secondary-admin@talk.naace.org</a>]
<b>On Behalf Of </b>Alistair Goodwin<br>
<b>Sent:</b> 06 January 2010 14:20<br>
<b>To:</b> Ray Tolley; <a href=3D"mailto:advisory@talk.naace.org" =
target=3D"_blank">advisory@talk.naace.org</a>;
<a href=3D"mailto:secondary@talk.naace.org" =
target=3D"_blank">secondary@talk.naace.org</a><br>
<b>Subject:</b> [Secondary] Re: [Advisory] Online Reporting in Schools - =
A
serious rant</span><o:p></o:p></p>
</div>
</div>
<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 Ray</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'>No. I agree. at least in so much as =
John's
concept of what parents would find genuinely useful in trying to engage =
and
support their pupil's learning is concerned and in so much as having any =
of
your computerised work available online, 'cause why wouldn't you
? Personally, I like your anecdote and am happy to support people
developing this kind of approach, if it's working for them. But, let's =
not take
our eyes off the reality of what is really happening here in education. =
If the
current climate continues to be allowed to thrive, then the funding and =
the
support will not go towards supporting the development of your anecdotal
evidence. It will pass from one 'administrator' to another, because 'all =
you
would have to show for it' would be an anecdote whilst 'they' would be =
able to
show 'real' benefits, ie another boring graph.</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 think some people genuinely would like =
schools to be
a bit more like supermarkets. I can't understand why, other than how
easy administration would be if we were all literally =
vegetables.</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 under no illusion about how this is =
likely
to develop. I feel duty bound to do what i can to try and head this off =
at the
pass. Not just the online agenda, but the underlying principles that are =
masked
by its potential development in what i see to be the wrong direction =
for, not
just ICT in the UK, but potentially the state of the =
world.</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 too think we could have been at the brink =
of something
very exciting. However, I don't think for a minute that your anecdote =
will hold
any water in 5 years time if we don't rant like lunatics about this =
now.</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'm starting to think I might just be rubbish =
at email
and it's hard to convey what I mean. I am not trying to disagree with =
anybody
necessarily. I'm trying to understand why a system for generating new =
levels of
uninteresting information might be sought after, whilst also trying to =
flag up
something much more important about the state of our nation which online =
graphs
(and yes that IS what we will probably end up with) will only =
consolidate. None
of it's important. None of it. My child might be level 1, he might be =
level 10.
He might be an alien. I don't care. He's my child. I would like to know =
how his
life is going, that he and the people around him genuinely know who he
is and that he is going to live in a world where that's =
OK.</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'm upset that that will be viewed as somehow
unsubstantiated, unprofessional or invalid. In fact, I'm upset that your
anecdote may not be used as a benchmark for developing online systems =
because
it's not on a spreadsheet.</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'm going outside now to hopefully snowball =
someone
I've never met.</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'>Alistair</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 =
black'>
<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: =
padding;
-moz-background-inline-policy: continuous;background-attachment:scroll;
background-position-x:0%;background-position-y:0%'><b><span =
style=3D'font-size:
10.0pt'>From:</span></b><span style=3D'font-size:10.0pt'> <a
href=3D"mailto:rjt@maximise-ict.co.uk" target=3D"_blank"
title=3D"rjt@maximise-ict.co.uk">Ray Tolley</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@talk.naace.org</a> ; <a
href=3D"mailto:secondary@talk.naace.org" target=3D"_blank"
title=3D"secondary@talk.naace.org">secondary@talk.naace.org</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'>
Wednesday, January 06, 2010 1:19 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:10.0pt'> RE:
[Advisory] Online Reporting in Schools - A serious =
rant</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: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 where
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
‘thing’ is not about grades or graphs it is about progress =
and
process. In other words where the learner has come from, where =
they are
now and where they want to get to.</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 =
previously
suggest that the parent/carer will have a better insight of their =
child’s
progress through seeing the actual evidences of work done and progress =
made?
And for that matter not being suddenly surprised at the =
Parents’
Meeting?</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 =
some 5-6
years ago and could well see the potential for ‘anytime =
annotation’
of a child’s progress which could then be accessed as near as =
anything at
any point in time by (at that time) teachers. This, to me is what
‘real-time’ reporting is about. No pressure on the =
teacher to
meet the massive deadlines of end-of-term reports written late at night =
in a
stupor of tiredness. But rather a progressive compilation of =
formative
feedback along with the automated and monitored documentation of =
collaborative
self-assessments as and when completed.</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
(approximately) 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/</spa=
n></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'font-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"><span
style=3D'font-size:10.0pt'>http://www.maximise-ict.co.uk/eFolio-01.htm</s=
pan></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 0cm 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-admin@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</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'>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 =
angle on
this (see my footnote). Your recent email certainly outlines where you =
stand on
this and I appreciate that. My comments still stand though. The =
supermarket
analogy is a really useful starting point for discussing this and John's =
and
other's comments on what is useful / probably most desirable to parents =
is a
strong development of this also.</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 =
entirely
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 =
teach
the same stuff to the same pupil as anyone else because I would have a =
rough
long-term plan of what goes on where. Job done.</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
judgement based on human traits I and they have and through a process of =
mutual
respect. I don't write it down. I just adjust what I'm saying as I say =
it, to
accomodate the sense of the person in front of me and the way in which =
they are
'taking' my meaning. I can still make the same point. We almost all do =
this
constantly and impercievably. If a pupil in the class has 'done this =
already at
my old school, sir' I make damn sure he/she gets a different angle /
perspective on it but that they still appear to be studying =
alongside
their peers. I may or may not write this down. Depends if I want to and =
if it's
useful to me or the pupil at the time. I certainly don't put it on line. =
I'm
probably at the pub.</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 good
upbringing and care about where other people are coming from. It's an =
approach
that works in mainstream settings, SEN, the curry house, Paddington =
Station and
Tiananmen square. Somewhere along the line teachers, friends and =
colleagues
allowed me to develop into somebody who knows who he is. If you as a =
teacher
think you can do this better on-line, then great. I accept that and am =
happy about
it. I won't be joining you.</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 =
related
to whatever I wrote on the paper at the time. I'm unclear on how much =
more
'personalised' that grade could have got. However, I'm also very clear =
that
that grade in that exam relates to little other than my ability to get =
that
grade in that exam. What about it?</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 =
wouldn't
have planned the lesson like that if I thought it was at the wrong =
'level' or
if it wasn't clearly the 'next step' in these pupils' learning. You want =
to see
how good my judgement is, pop your head in the door for 10 seconds. =
You'll soon
work it out.</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 =
absolutley
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 =
problem
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 the
rest of us feel like our lives aren't valid if they're not spellchecked =
and
coloured according to category? Who put them in charge ? =
That's NEVER
going to work. Natural administrators are never going to happily =
relinquish
control and power. They will simply introduce new systems on top of new =
systems
increasingly invalidating anybody else's point of view, humanity, art, =
music
etc Hopefully, the new drive provided by the thinkers behind the Primary
Curriculum review will force these people out of the picture because =
people will
again get a chance to see that there is potentially more to life on =
planet
earth and that life is just too short to get hung up on how much =
progress you
made this week compared to your 'statistical neighbour'. No one even =
talks to
their REAL neighbours anymore. Wake up. </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.</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'>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 =
black'>
<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: =
padding;
-moz-background-inline-policy: continuous;background-attachment:scroll;
background-position-x:0%;background-position-y:0%'><b><span =
style=3D'font-size:
10.0pt'>From:</span></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 Weston</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:10.0pt'> 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 here.
Thanks to everyone’s comments and apologies in advance for a
correspondingly 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 =
–
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 =
*<b>agree</b>*
with Chris Gerry that schools should become more like supermarkets in =
terms of
their business intelligence (though not, of course, in terms of the =
service
they offer). My criticism of real time reporting is not of the =
aspiration but
of the failure to put in place some of the essential prerequisites =
beforehand.</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 I also agree with the =
stuff about
children being happy, fulfilled individuals – but I am suspicious =
of what
I take to be a suggestion that efficiency is the enemy of happiness.
People’s happiness increases a little when they receive a public =
service
which is efficient and appropriate to their needs. My happiness =
increases when
I go into Tesco and find that they have my favourite type of =
Taramosalata in
stock and I am (moderately) grateful for the computerised logistics =
systems
which ensure that it is. A student becomes a little happier when he =
receives
teaching which is relevant to his needs and is not required to sit in a
classroom for years on end being taught things that he either =
doesn’t
understand or already knows, just because the school hasn’t =
bothered
accurately to assess and track what that student’s learning needs =
are.</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 =
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-size:10.0pt;
font-family:"Courier New"'>You can't fatten a pig by weighing =
it!”</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 agree that you fatten a pig by =
feeding
it. But you establish how much and what sort of food to feed it by =
weighing it.
Try telling a pig farmer that he should not bother to weigh his pigs and =
I
suspect he would tell you that you know nothing about running a pig =
farm. Any
efficient business is completely dependent on feedback and analysis of =
what it
is doing. The systems that we have in place for doing this in education =
are
generally extraordinarily primitive.</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’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-size: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. =
Nothing
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 =
collecting
the data? It seems to me that one of the primary criteria of efficiency =
in education
(putting aside motivation for a moment) is the correct pitching of =
teaching. In
my experience as a teacher, there is a time when a student is ready to =
learn
something. Apart from *<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 =
efficient
education system is managing progression, differentiation and =
personalisation
to ensure that the right student gets the right bit of teaching at the =
right
time – just as a farmer gives the right sort of food to the right =
pig or
puts the right bit of fertilizer on the right bit of the field. And in
managerial terms for the classroom teacher, that is an extremely complex
managerial task.</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 =
antiquated
system in which people are driven through the syllabus in age-based =
cohorts,
like troops being driven over the top at the Somme in neat lines. But to =
get
away from this, we have to have systems capable of tracking =
students’
individual capabilities. This type of tracking of business effectiveness =
is so
ubiquitous and its value so widely accepted that I find it very strange =
that we
are even having this discussion as to whether we should be doing the =
same things
in education.</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 =
farming, the
student (unlike the pig) has an important say in what he/she needs =
– but
this is a question of where the data comes from and does not undermine =
the need
to track it. This links back to the motivational aspect: I am more =
likely to be
motivated if the system is tracking (and responding to) my individual =
needs
– and even more motivated if it is tracking (and responding to) my
individual wants. The whole point of modern business intelligence =
systems is
that they *<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 =
software
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 systems. So the fact that real-time reporting is a relatively =
recent
government target does not undermine the fact that, internally, the =
requirement
for business intelligence has been long-standing.</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 =
bath,
driven through by civil servants who are only concerned to tick the =
right
boxes, fail miserably to do anyone any good and end up with people =
saying “real
time reporting doesn’t work”. It is very important to manage =
the
introduction of these projects properly and, in the case of real-time
reporting, this means ensuring that you have a sufficient supply of data =
to the
reporting component.</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 =
– I
completely agree with the point that this is making. The data that the =
parent
can see is the data which is being automatically managed by Moodle from =
the
online assignments. When it comes to offline assignments, no-one is =
realistically
going to sit down in the evening and key in the data. So the more data =
is
collected automatically (and I think most people would agree that at the
moment, the type of data being collected by Moodle, is fairly =
rudimentary) the
richer the online reporting to parents can become. =
</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 in
data below). I agree with your analysis of what parents probably want. =
But the
fact that this is what you show to parents does not mean that you should =
not be
tracking other types of data as well, which may be of interest to other =
people,
either in raw or processed form. There may be aspects of pupil’s
performance and competency which the over-pressed or stand-in teacher is
completely unaware of.</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 =
concerns
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 =
0cm 0cm 4.0pt;
border-color:-moz-use-text-color -moz-use-text-color -moz-use-text-color =
blue'>
<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? Yes? 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 =
binary
“bleep” does not represent particularly high quality data =
–
but other quantitative data like scores and grades are all useful. You =
will get
teachers to input comments wherever possible – and make it as easy =
as
possible for them to do so – but teacher comments are (a) =
expensive and
(b) are not always uber-reliable either. One of the big gains for =
businesses in
using the internet is in getting the customer to do a lot of the data =
entry
that clerical staff used to have to do. Which is my original point: data =
entry
is the killer and should be automated wherever =
possible.</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 many
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'> =
</span>software
(really useful and compelling in its own right)" cannot =
automatically
assess and post into your data capture system. Then there's a whole =
range of
"softer" skills that are even harder to assess in that way, =
but which
are vital to modern life.<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 =
about the
subjectivity but do not see this as a problem so long as the system =
recognises
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 =
competency a
“competency claim”, just as a philosopher might talk about a
“truth claim”. If you start to see a large number of =
competency
claims from different sources showing a significant degree of =
consistency, you
can start to talk about that student’s competency with some degree =
of
confidence.</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. So
the subjective element can be reviewed and interpreted and conclusions
moderated. The subjective tendencies of particular assessors can also be
tracked and compensated for.</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 failed in =
their
end-of-course exams; but they are given some extra teaching before the
introduction of a unit on long division. If that perception is misjudged =
in a
few cases, no very great harm has been done and the decision to make =
that
intervention can be quickly overridden. Making interventions based on =
some kind
of business intelligence seems to me to be preferable, even if the =
intelligence
is not perfect, to making no interventions at all. People might say =
that, in
the current environment, intervention is left to the professional =
judgement of
the teacher – but we all know that, 90% of the time, hardly =
anything
happens at all. The swill is just shovelled into the trough and the pigs =
are
left to fight for it.</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”
competencies are very subjective, others are actually pretty =
straightforward.
How good is someone’s French vocab within a particular domain? Not =
really
that difficult for a computer-delivered activity to measure with a fair =
degree
of accuracy. For all the talk of advanced conceptual skills, there is =
quite a
lot of learning which is pretty humdrum. One massive efficiency would be =
to
ensure that the skilled graduate teacher (who represents a valuable =
resource)
should not be put in front of a class of students who have not acquired =
the
basic knowledge which will allow them to access the particular thing =
that the
skilled graduate teacher has to offer. This is why Chris Gerry’s =
approach
combines business intelligence with flexible grouping and staffing =
systems.</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 =
becomes
harder and harder to align the capability that pupils display =
year-on-year.
That of course begs the whole norm vs criterion-referenced exam debate. =
<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 =
saying
here. I have never thought that a paragraph of bureaucratic text (which =
is what
criterion referencing gave us) is sufficient to define a competency. =
Everyone
understands the paragraph differently, which has given governments the
opportunity to manipulate results data for their own purposes. I would =
see a
competency definition as a “live” thing, which lived through =
a
continuous process of moderation, discussion and revision. Which what =
good
teachers do anyway.</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,
criterion-based) teaching to the test and "standards" are =
going up.
But is that actually educating children better? Do they get to the next =
stage
of education and into work actually more capable (as against
"competent")? I think not.<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 =
teaching
to the test if it is a good test. The traditional academic essay, well
examined, provided a real test of original and creative thought and I do =
not
think that I am alone in remembering that I learnt more when revising =
for my
major exams than in years of cruising along in classrooms. OK – =
the
academic essay is not appropriate to many students and many types of =
examination
– but I think that a properly reconstituted examination system =
should be
able to come up with tests which do not reward mechanistic teaching or =
merely
the regurgitation of rote learning.</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 =
dichotomy
here between computer and teacher. Some tasks (see above) can be =
computer
assessed very easily – others cannot. But in the latter case, the =
job of
the teacher can be made very much easier by being assisted by =
appropriate
computer systems. The fact that I am writing this on the computer does =
not
dehumanize my thoughts, (whether you agree with the views or =
not).</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-emperor as
currently implemented is a pretty skimpy dresser. But that leaves a =
vacant
imperial throne which I think you will see being occupied by more =
capable
systems which will bring the long delayed digital revolution to schools. =
Any
good software system requires some kind of infrastructure-content set =
up. What
sits in the vacated VLE throne will be the infrastructure bits (plural) =
of the
system. </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 =
vaunted
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 be 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 =
replacing,
the human teacher who (in supermarket terms) will always be the store =
manager.
People who have read too much Asimov and Orwell get very worked up about
dehumanising robots without noticing that they are using them all the =
time and
that the robots are fantastically useful.</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 learn
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-tools on
the one hand and data on the other are separable. To take Microsoft Word =
as an
example: it produces documents (i.e. data). It simplifies the task by =
saving
style sheets (more data). Every time it launches it reads my preferences =
(more
data) from an initialisation file. When I am half way through writing a
document, I can save state (data again). And in a formal teaching =
context, when
a teacher asks the class to do something, doesn’t the teacher =
expect to
see what the students have done, if anything?</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 =
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.</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
because the sea is big but because they can’t swim. People =
“drown
in data” not because there is too much data but because it is not
understandable or because it is not useful or they are show the wrong =
sort or
in the wrong way. John Wasteney says that parents do not want to see =
attendance
records but they do like to receive a text message when their child
hasn’t turned up to school. Quite agree. But that is a point about =
the
presentation of data, not about whether data is a good thing in =
itself.</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. =
Good
software will collect the data, make sense of the data, and present to =
the
teacher only what the teacher finds useful. Substitute =
parent/student/head
teacher/special needs adviser etc for teacher as =
required.</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 =
complex,
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
offered by other services and at the same time, when it comes to =
offering the
same level of efficiency in the service that they are responsible for
providing, claim that they inhabit some sort of Arcadian grove where the =
writ
of modern business management techniques does not =
run.</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 =
sort<br>
of Dickensian Dark Age of paper-based ledgers. Most schools have very =
little<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 in<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 of<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<br>
fact that schools will simply be unable to deliver what has been =
promised by<br>
the government.<br>
Crispin.<br>
<br>
<br>
> -----Original Message-----<br>
> From: <a href=3D"mailto:advisory-admin@talk.naace.org" =
target=3D"_blank">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.naace.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">advisory@talk.naace.org</a>;
<a href=3D"mailto:secondary@talk.naace.org" =
target=3D"_blank">secondary@talk.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"<br>
> 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"_blank">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.naace.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">advisory@talk.naace.org</a>;
<a href=3D"mailto:secondary@talk.naace.org" =
target=3D"_blank">secondary@talk.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 =
this<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<br>
> 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 =
challenging)<br>
> * Progress and attainment<br>
> * Special needs<br>
> All primary schools are expected to achieve this by September =
2012."<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"_blank">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"_blank">secondary-admin@talk.naace.org</a>
[secondary-<br>
> <a href=3D"mailto:admin@talk.naace.org" =
target=3D"_blank">admin@talk.naace.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">advisory@talk.naace.org</a>;
<a href=3D"mailto:secondary@talk.naace.org" =
target=3D"_blank">secondary@talk.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<br>
> 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<br>
> 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 =
through<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 =
some<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"_blank">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.naace.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">advisory@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<br>
> -<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<br>
> would be happy to collate responses if anyone would be interested =
in<br>
> receiving that. Thanks in anticipation.<br>
><br>
> Best wishes for a Happy new Year<br>
><br>
> Fergus Reynolds<br>
> _______________________________________________<br>
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