AHDS Conference 2014 - Workshop; TB: Tracking Progress and Achievement

Transforming lives through learning

Monitoring and Tracking Progress and Achievement


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.


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


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.


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)



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.


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


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.


How does dialogue contribute to effective monitoring and tracking?


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



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.


The NAR flowchart – the moderation cycle



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.


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.


How can we monitor and track progress?


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.


dialogudialoguee


Monitoring and Tracking Progress and Achievement

Anne Dalziel Head Teacher

Colquhoun Park Primary School


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[email protected]

www.educationscotland.gov.uk
