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

2. Can data be a threat?

3. 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.

4. “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”

5. 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

6. 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?

7. 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”

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

10. 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