Rule #1: Stop obsessing about quantifying progress “Sometimes progress is simply about consolidation”

Can data be a threat?

But we have to measure progress, right? Just because we feel we have to measure something doesn’t mean we can; and just because we don’t measure something it doesn’t mean it doesn’t happen.

“tracking software, which has been used widely as a tool for measuring progress with levels, cannot, and should not, be adapted to assess understanding of a curriculum that recognises depth and breadth of understanding as of equal value to linear progression”

Stop recreating levels! Band % Objectives Step Y1 Secure 67-100% 3 Y2 Emerging 0-33% 4 Y2 Developing 34-66% 5 Y2 Secure 6 Y3 Emerging 7 Y3 Developing 8 Y3 Secure 9 Y4 Emerging 10

Progress is……… Catching up Filling gaps Deepening understanding Overcoming barriers Can all this really be expressed by a simple point scale? And how do we define expected/more than expected progress?

Do more with less Triage the system If you haven’t got it you can’t use it Repeat after me: “We don’t do that in this school. It’s meaningless and has no positive impact on pupils learning”

One question: does this have an impact on pupils’ learning? Triage your system One question: does this have an impact on pupils’ learning?

So……. Keep track of the gaps in pupils learning Do not recreate levels Avoid points based progress measures that encourage pace at the expense of depth Tests are a more robust way of measuring progress Remember: progress is not linear so do not assume it is for sake of simplicity Don’t shoot yourself in the foot! Do more with less