1. Presentation of preliminary results

2. Some considerations A lot of information What have we done so far
Language challenges
Limitations of the presentation
How to use the results/report
Bruk av rapporten:
Kommer i mai
ikke oppskrift/sannhet
vår tolkning med perspektiver basert på vår teoretiske forståelse
Bare deskriptiv ikke med noen tolkning
Har noen potensielle spm – si noe om at nøytrale spm
Lite glimt av virkeligheten – vet ikke noe om utvalgsprosedyren (nøytral)
4: sier noe om skolen generelt og barnehagene generelt
Spm tillater ikke dypdykk – begrns i tid pga av fire store områder
5: Hva resultatet blir avhenger av skolene/barnehagene gjør selv, ikke oppskrift! Ta

3. Some positive impressions
All together a positive impression of the student assessment
A positive impression of the cooperation within subject divisions
A positive impression of the system related to tests (subject based test)
A positive impression of how the management give possibilities for competence development
Si noe om begrensningene – selv om pos kan også 3:

4. Do the schools have a systematic assessment for all students?
Do the school have a system for assessment in the school`s plans?
Yes
This is implemented in different ways
The assessment varies according to the student`s age
Do the school`s have a system for documenting student assessment?
This is done in different ways .
E-school is important
Do the school`s system for assessment lead to specific, realistic plans?
But the respondents varied on how they did this
Question: how do we that ?
1: Gitt pos inntrykk/ er viktig for dem, mer usikker på den uformelle/underveis vurderingen
2: Pos inntrykk/ er opptatt av dette, har et godt utbygd formelt system
3: Mer usikkert inntrykk, sier ja, men mer vanskelig å få tak I hvordan, noen har klare svar, andre

5. Do the schools have a systematic assessment for all students? - 2
Is the school management active in developing student assessment?
Both schools answered YES to this question, but the answers differs in what way the management is active in the development.
Do the teachers have a mutual understanding of student assessment?
Both schools discuss assessment in different meetings
Both schools have documents that regulates the understanding of assessment
In what way is information and discussion results secured across subject-sections?
Where does the question for development start? Top down? Bottom up?
In what way do you re discussions leads to changes in practice
When challenges in practicing these documents understanding of assessment occur as a teacher,
what are the schools strategies further?

6. Do the schools have a systematic assessment for all students? - 3
Is there a systematic sharing of experience regarding student
assessment?
Yes
But it seems, in both schools , that sharing experiences is being done when its necessary.
Most of the sharing of experiences seems to be a choice of the teacher
Whom get to say when its necessary? The teachers, witch teachers? The students? The parents?
Sharing of good experiences /ideas? Is it a cultur for sharing in youre school?
Who shares? Who does not….Is this connected to

7. Does the school carry out regular tests to assess the students’ level
The school has a good view of the students academic and personal development
Does the school carry out regular tests to assess the students’ level
of achievement?
Test (national, school, teacher)
Does the school evaluate the results of these tests and use the
results to change the teaching?
Yes
The answers ,in both schools, differ in were the main focus of responsibility is put; on the pupil or on the teacher .
Is assessment carried out to give each student a better learning?
Uses the results to adjust to the students level of achievement
Both schools shows differences in the answers when it comes to:
Is it the child who cant “get it” – or – The teacher cant get him “to get it”
Difficult and varies between teachers

8. The teachers have a good dialog with students
The teachers have a good dialog with students. Students can participate in learning and teaching
Do the teachers consider the students meanings when planning the teaching?
Almost everybody does it
Question: In what way do they consider the students meanings?
Do the students know the plan for student assessment?
YES
Question: Is giving information enough?
Are the students given a clear response to their work?
The respondents are divided in two groups; yes and uncertain/varies
Question: To students feel they get a clear response?
1:Alle sier de er viktig/gjør det – og de er positivt
MEN: At man sier det betyr ikke nødvendigvis at man gjør det/ELLER at elevene opplever dette
2: De som har svart sier ja, som er bra, men igjen; gitt info er ikke det samme som forstått – vet egentlig ikke. Kan det undersøkes?
3: Noen er gode til det, andre ikke så gode. Utfordring med komm om budskapet er forstått. Er realistisk at dette varierer. SPM er om det varierer så mye at det er en utfordring- Hvordan sjekke? Utviklingssamtaler med eleven?

9. The teachers have a good dialog with students
The teachers have a good dialog with students. Students can participate in learning and teaching -2
Is the students work continuously assessed?
Yes!
Teachers have their individual way (methods) of doing that.
More seldom when the child gets older
In what way can student’s assessment make students more motivated?
Students are motivated by assessment
Student are not motivated by assessment
Grades give motivation
Grades does not give motivation
Gives them the feeling of coping
So, for a child its good luck if you get a teacher who's responses are detailed and focuses on what to do further…
Why is it, that we as human beings, thinks that when you look grown up, you don’t need response, support and someone to pull you…
It it so that actually 50% of the student doesn’t feel motivated by the main method of assessment?
How do we respond to students MESTRING at their level……..

10. The teachers have a good dialog with parents about their children`s development
How often do the teachers meet the parents?
Depending on the need for contact
Different kinds of contact
Question: how to parents experience this?
Are the meetings planed and structured?
Almost everybody agrees on this
Question: how do parents experience this?
Do the meetings end with a summery where the student can participate in making new learning goals?
Yes
Question: how strong is the student involvement?
1:Varierer her også, stemmer med erfaring fra Norge.
NB: hvordan opplever foreldrene dette?
Hva er hensikten?
2: Måten strukturen er lagt på legger også føringer på hvordan det oppleves for foreldrene – intrs å vite
3: samme som 2 , måten den gjennomføres på legger føringer på hva som oppnås.

11. The teachers have a good dialog with parents about their children`s development - 2
Are the parents familiar with the school`s way of assessing and documenting?
Almost all the respondents says yes
A few respondents thinks it varies
Questions: how would the parents answer this question?
Do the parents get regular information about the student`s results, progress and development?
Yes
Are done in different ways
Question: do parents use the opportunities/do they understand the information given?
1: Igjen: intrs om budskapet er forstått – er helt nødvendig Hvordan sjekker man dette? Kan det gjøres på andre måter?
2: Samme som 2

12. The school as a learning organization
Is the staff are open to changes? Yes
Does the management give possibilities for exchanging experiences
and reflections?
Meetings (different kind-)
Subject sections meetings
Courses
Does the management engage in the development-work?
Listen to ideas
Take part in dialogs
Active participation
Everyone like to look at them self as open to changes. But, after all we do like predictability…
You told us where the management gave possibilities to exchange experiences and reflections. We can say very little of how you do it…
We see that subject sections are very important. Are there being subject cultures, yes of course. We are very curious about how thick the walls are between each subject culture and how information is transported through the hole school.
Teachers sees to be very satisfied with the managements involvment

13. The school as a learning organization - 2
Does the management know in which way lessons are
accomplished (use of methods and strategies)?
Development dialogs with teachers
Knowledge of teachers plans of lessons and methods (different ways)
Does the management encourage competence
development of the teachers?
yes
Courses
Different ways of gaining new knowledge
Depends on economic situation
Management seems to have a good overview over the different teachers work in the subject sections. How is good ideas/information/examples sent further through the organization.
How often is the economy good enough?
The possibility to gain new information and knowledge seems to be very good. How does the organization assure that this knowledge is spread out through the organization.

14. The school as a learning organization - 3
Cooperation between teachers
When its necessary
Subject meetings
Whom get to say when its necessary?
It is different cultures within the school when it comes to cooperation?

15. Rules and handling of rules
Do teacher`s know the rules of the school?
Yes, in general
Do teacher`s feel that they are engaged in the development of the rules?
Yes
Do they think that the students are engaged in the development of the rules?
All the respondents agrees that students are involved
Question; what would the students answer to this question? 1:

16. Rules and handling of rules -2
Do the teacher`s agree on what is not accepted behavior?
The majority says teachers do agree on this
A significant group says it isnt`so/varies
Question: does this have an impact on the students?
Do teachers think that they react the same way if a child breaks a rule?
A majority says this varies
A minority says teacher`s do react in the same way
Question: what impact do this have on the effect of the rules? 2:

17. Rules and handling of rules -3
Do teachers experience behavior problems in their classrooms?
The answers are divided in four groups; yes, sometimes, little and none
Question: what is considered being behavior problems?
Do teachers think that behavior problems is one of the biggest challenges of being a teacher?
Almost everybody think this is true
Question: how do teachers understand behavior problems?

18. Relations
Is it important for teachers to have a good relation to their student`s?
YES
Many teachers underlined the importance of a good relation
Question: what would the children answers to this question?
How do teacher`s make good relations with the student`s?
The answers differ .
Taking the students perspective most common
Some vagueness regarding how to establish a positive relation
Question: it just happens or are teachers aware on how they do it?
1: Hvordan skjer det egentlig, hvordan opplever eleven resultatet av det du gjør, er lærerne opptatt av dette

19. Relations - 2
In what way do teachers take an interest in the student`s activities inside and outside the school?
Most common response is to talk with the children
Question: how would the students answer this question?
Do teacher`s use positive feedback to strengthen the relations to students?
Giving positive feedback to strengthen the relations to the students is important

20. Relations - 3
Do teacher`s have strategies for teaching students social skills?
A group said no, but would like to have it.
Some answered group work/training in class one hour pr week
Question: Is there a need for strategies that teachers can use?

21. Some considerations about the use of the rapport….
Our questions so far (and the report) are of no value alone.
It’s the work you do, with our assumptions in mind, that can make a difference.
Bring up our questions from the rapport in you're organization!
Choose some of the question and discuss them.

22. Some considerations about the use of the rapport….
Think about who should discuss with whom. Remember that people who often work together, tend to agree very fast.
How can you share the results of the discussions ?
How can the results of you're discussions lead to possible changes?
Learning in individuals and organizations can happen only when reasons for these changes are put on the table, discussed and accepted.