Docstoc

pupil tracking

Document Sample
pupil tracking Powered By Docstoc
					Pupil Tracking

In September CEDs set up a Primary Pupil Tracking Pilot Project to look at Pupil Tracking in its broadest sense.

Key issues were:
   a) Personalised learning/AFL/APP (Assessing Pupil Progress)
   b) Manageability
   c) Effectiveness
   d) Provision of data in a realistic form that facilitates early intervention
   e) Ease of transfer, yrR to yr1 to yr2 to yr3 etc and to yr7
   f) Using assessment as a tool not a weapon

The proposed software has the following features. It
   a) addresses personalised learning (recognition of the importance of the individual)
   b) addresses AFL
   c) is about children and young people not statistics
   d) is about progress not systems or results
   e) allows contextual comments interpreting the data
   f) is about „creating a meaningful dialogue‟ around the individual child (It is now clear that OFSTED is
       interested in the development of the whole child. This is what ECM is about.)
   g) is easy to interrogate
   h) easily facilitates target setting, predicting targets based on inputted data
   i) provides a means of recording success in all areas of a young person‟s experience
   j) can easily be used to engage children and young people with their own progress
   k) can easily be used to help motivate children and young people to achieve higher standards (Young people
       who have engaged with this process openly state that it has motivated them to set themselves higher
       standards.)
   l) is not just motivating for able pupils but has the potential of engaging ALL
   m) enhances teachers‟ ability to build for success
   n) is about efficiency not creating more work (once set up saves time)
   o) allows data recording in any format; age, grade, decimal, alphanumeric etc
   p) is easily fitted into a teacher‟s day to day schedule and enables the inputting of data to become intuitive
   q) allows/enables different aspects of the data to be maintained by different staff who have appropriate
       permissions (clearance)
   r) has the potential of being constantly up to date
   s) is remarkably easy to set up new areas to record data according to the changing needs of the school
   t) easily informs meetings with parents (at the touch of a button)
   u) can generate school reports
   v) is easily transferable from year to year, key stage to key stage and school to school
   w) is sustainable
   x) facilitates an individual approach by different schools (ie different schools can focus on different data)
   y) will easily impress OFSTED
   z) addresses data protection issues
   aa) is backed up by a development team (at a level of expertise not usually available to schools) that are
       regularly upgrading the software according to the needs of schools

The work can also simplify or accommodate the following
   a) registration
   b) SAT results, converts levels to point scores
   c) NFER scores (can take a raw score and automatically convert to more useful data)
   d) P scales
   e) automatic updating of new vocabulary
   f) every curriculum area
   g) any non-curriculum area of particular interest
   h) the ability to provide more than summative test results on transfer to KS3
   i) the entering of letter grades A, B, etc. These can be numeric linked to enable ease of comparison of
       individuals, parallel classes and cohorts
The Group involved have drawn attention to the following issues that will help ensure the success of the Pilot.
These issues will be appropriate as more schools become involved.

    a) Technical support. There is the need to have back up support readily available. This has been
       accommodated.
    b) Training and Time. This initiative does require an initial training and time commitment in order to ensure
       that a whole school approach can be implemented and to ensure that all staff are able to become familiar
       with the software.
    c) Network. The whole school needs to be networked to enable use of the software. This was the first priority
       of the schools which became involved.
    d) Whole School Approach. The software will not be effective unless there is a whole school approach.
       Where it has been introduced it (Quote) “has become fun and is a creative process not a computer process.”

Outcomes to date
    Three primary schools, across the County, are involved piloting the use of the software. All are committed
      to a whole school approach and are in the process of ensuring that their own school network is set up to
      enable efficient use of the software.
    A presentation demonstrating the use of the software has been made to the Pilot group (and visiting
      advisors) by year 8 students!
    An exceptionally well received presentation of the use of the software has been made by a member of staff
      from an LA school to London Westminster Education Forum.

Further considerations
The government has announced its intentions to give parents internet access, to (some?) data stored by schools, by
2010! The data concerned will be that concerning their own children. To facilitate this, the data concerned will
have to be stored in an easily accessible format and software.

The Software
The software concerned is Assessment Manager, a part of the SIMS.net suite of software (version 7). I have to
underline that I was sceptical about the software when I first became involved but I am not so any more. Linda
Prideaux also has seen a presentation concerning the use of SIMS.net and she too confirms that her original
feelings concerning Assessment Manager have been transformed. She states that “SIMS.net is a lot more versatile,
intuitive, easy to use and enables class teachers to gain a better picture of the whole child and their academic
progress.”

Dave Finney
SKILL Co-ordinator

				
DOCUMENT INFO
Shared By:
Categories:
Stats:
views:19
posted:2/25/2010
language:English
pages:2