ahds conference 2014 - workshop; tb: tracking progress and achievement
DESCRIPTION
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do. Workshop by Heather Fuller, Education Scotland and Anne Dalziel, HT of Colquhoun Park Primary.TRANSCRIPT
Transforming lives through learning
Monitoring and Tracking Progress and Achievement
Transforming lives through learning
Tackling BureaucracyCurriculum for Excellence - is about empowering teachers to improve
outcomes for pupils. This new approach is bringing real benefits. However, in some cases, too much paperwork and overly complex processes are getting in the way of teaching and learning.’
All involved in delivering teaching and learning should:
Ensure that their planning, monitoring and reporting systems are fit-for
purpose. They should be used in a way that maximises time spent on
teaching and learning, supports professional dialogue and avoids
unnecessary workload.
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Building the Curriculum 5
For monitoring and tracking to be successful, records of children’s and young people’s achievements and progress need to be manageable. Staff should use assessment information from a wide range of sources to monitor learners’ progress and plan next steps in learning. Assessment information should be shared and discussed with the learner, parents, other staff as appropriate, and partners involved in supporting learning. All can contribute at appropriate times to setting targets for learning and ensuring appropriate support for each child and young person.
BtC5: a framework for assessment p.20
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Journey to Excellence – Monitoring, recording and tracking SuccessDetailed monitoring, recording and tracking of progress takes place at all levels to ensure progress against shared high expectations of attainment and achievement. Consistent approaches to monitoring, recording and tracking achievement across key aspects of learning ensure that appropriate progress is being made by all learners. Staff intervene promptly and effectively if the progress of individuals is not maintained.
Monitoring, recording and tracking looks at the learner holistically. Dialogue, with an adult who knows them well, facilitates regular updating of target setting and building of a personal profile.
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Education Scotland Inspection Advice Note 2014-15Self-evaluation must give high priority to evaluating, and improving where necessary, the quality of learning and teaching. It must ensure that approaches to planning, assessment, tracking, recording and reporting do not become overly bureaucratic or take unreasonable time away from learning and teaching. Self-evaluation should provide sufficient information to inform planning to ensure all learners make suitable progress. (p. 8)
Staff identify important strengths and areas for improvement from a range of evidence. This includes using effective arrangements to assess and track progress and achievement in the BGE and senior phase. They have clear knowledge and understanding about how learners are progressing and achieving. In secondary schools this includes at department/faculty and whole school level across all curriculum areas and subjects. (p. 9)
Schools and other settings are further developing approaches to monitoring and tracking learners’ progress and achievement in the BGE to provide robust evidence of standards of achievement across all curriculum areas and trends over time. The school is ensuring that approaches to monitoring and tracking learners’ progress and achievement are manageable. and are not leading to overly-bureaucratic systems which take time away from learning and teaching. (p. 9)
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Monitoring and Tracking - What is it? What is it not?
Monitoring and tracking learners’ progress in ways
which support future learning and ensures schools understand
the progress learners are making.
It is not comparing learners or labelling them. It is not about
monitoring and tracking in ways
which regard learning as a linear process.
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Why monitor and track?
To improve learning
To help learners to understand where they are in their learning
To provide an overview of each learner’s progress and achievement
To support analysis of relative groups of learners
To ensure evidence from parents/partners is included
To help staff review their practice to support learners’ further
To ensure continued appropriate progress, support and challenge in learning
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What information should be monitored and tracked?
planning related to bundles of Es and Os
progress in significant aspects of learning for the curriculum area
evidence of breadth, challenge and application
professional judgements about progress and achievement
summary of learners’ progress relating to personal goals and achievements
progress and achievement through Curriculum for Excellence levels
A holistic approach should be taken when making professional judgements.
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How does dialogue contribute to effective monitoring and tracking?
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Monitoring and tracking processes
Dialogue with learners:• to develop the language of learning in order to take increasing
responsibility for their learning.• to gather evidence or assessment tasks that relate to agreed
learning intentions and success criteria• Evidence of latest and best• Achieving the above requires practitioners to scaffold the
appropriate skills for learners.
The profiling process
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Monitoring and tracking processes
Professional dialogue about progress:• discussion within levels, with stage partners or departmental
colleagues • develop a shared understanding of what progress looks like• develop confidence and trust in professional judgements about
learners’ progress
Moderation of planning, learning and teaching and assessment evidence
For information to be worth tracking it needs to be based on agreed standards resulting from participation in a range of moderation activities.
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The NAR flowchart – the moderation cycle
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Monitoring and tracking processes
Dialogue can:
• lead to decisions about support for individuals or groups of learners• help identify patterns and trends• allow comparisons of progress over time and in relation to previous
groups of learners• provide concise information on a learner’s progress at a moment in
time
Dialogue at this level is based on information that is summary in nature.
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Information to support monitoring and tracking
Information that is up-to-date, manageable and appropriate may come from:
Recording/ retaining evidence in a variety of forms must be manageable and sustainable.
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How can we monitor and track progress?
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In summary:How Can We Monitor and Track Progress?
Bundles of Es and Os, take account of SALs and refer to the progression framework statements.
Evidence Range of appropriate evidence
Professional dialogue that ensures judgements are reliable and valid
Learners actively engaged in all parts of their learning journey.
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dialogudialoguee
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Monitoring and Tracking Progress and Achievement
Anne Dalziel Head Teacher
Colquhoun Park Primary School
Transforming lives through learning
ModerationModeration
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
Transforming lives through learning
ModerationModeration
Transforming lives through learning
www.educationscotland.gov.uk
Transforming lives through learning