Tb.session4.monitoring and tracking achievement

www.educationscotland.gov.uk

Monitoring and Tracking ProcessAHDS Conference March 2014

Transforming lives through learning

Working group on tackling bureaucracy Key message

‘……Curriculum 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.


Why monitor and track?• To improve learning• To support and provide focus for dialogue with all• To help learners to understand 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


What information should be monitored and tracked?• planning related to bundles of Es and Os• progress in significant aspects of learning in relation to progression

framework statements• 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.



Involving the Learners

• It is important to plan the learning with the learners.• Learners need to develop the language of learning in

order to take increasing responsibility for their learning.• When learners understand their learning they are able to

support the monitoring and tracking of their progress within the classroom.

• Their understanding of their learning supports (and is supported by) a meaningful profiling process.

• Achieving the above requires practitioners to scaffold the appropriate skills for learners.


Learner and Teacher Dialogue

This may relate to:

• ongoing classwork

• learning goals or targets

• key pieces of evidence or assessment tasks that relate to agreed

learning intentions and success criteria

• evidence of learning linked to significant aspects of learning and

core learning

• holistic judgements, based on evidence which shows that a learner

has achieved a level in a curriculum area


Learner and teacher dialogue

Profiling process• pupil friendly language

• what the learner knows, understands and can do

• how well they are progressing in their learning relating to success

criteria for learning goals or targets

• quality and pace of learning

• identifying and recognising learners’ personal achievements both

within and outside of school

• Evidence of latest and best


Professional dialogue on learners’ progress

This includes discussion within levels, with stage partners or departmental colleagues and takes account of prior achievements and influences future learning.

Approaches should reflect quality assurance and moderation as outlined in BtC5.

Practitioners:

• develop a shared understanding of what progress looks like• develop confidence and trust in professional judgements about

learners’ progress

This process is illustrated in the NAR flowchart.


The NAR flowchart – the moderation cycle


Moderation

• Staff work together to develop a shared understanding of what good

progress and achievement look like

• Improves validity and reliability of information collated and tracked

• Develops confidence and trust in teachers’ professional judgements

For information to be worth tracking it needs to be based on agreed standards resulting from participation in a range of moderation activities.


Professional dialogue at department/stage and whole school/establishment level

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.


Developing, Consolidating and Secure

Many establishments and education authorities have tried tracking using the terms developing, consolidating and secure and have moved away from such an approach since it did not support on-going dialogue with learners or because of concerns about

the reliability and complexity of such information. The interconnected nature of these categories needs to be stressed and it is, therefore, important to avoid an approach which uses these terms in a way which emphasises linear progression. For this reason, the use of developing, consolidating and secure is not suited for use in monitoring and tracking at whole school/establishment level and should be used with care in reporting the progress of individual learners to parents.

Monitoring and Tracking progress and achievement in the BGE December 2013


Information to support monitoring and tracking

Information to support monitoring and tracking.

Day- to day planners

Medium and long term plans

Class records of additional support needs, interventions or support

Learning goals/targets for individuals and groups

Evidence of learners work


Evidence of learning

Where do you find evidence of learning?

professional judgement

jotters

planning

written feedback

summative assessment

learning logspersonal

learning plans

peer assessment

self assessment

plenary

learning conversations

observation


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 the time spent on teaching and learning, supports professional dialogue and avoids unnecessary workload.

• ensure that reporting formats reflect CfE in that they revolve around narrative reporting rather than “tick box” approaches and that their approach is essentially holistic.

Curriculum for Excellence Working Group on Tackling Bureaucracy November 2013

Education

Tb.session4.monitoring and tracking achievement