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Monitoring & reporting learning progress, Tracking student learning -…
Monitoring & reporting learning progress
Using records to help make quality judgements based on assessment
Transparent:
processes are public activities open to
scrutiny
Equitable:
processes are consistent with natural justice, not arbitrary or unfair
Multiple perspectives:
records of many tasks form judgement-making database
Reliable:
soundness of indicators can be tested against records
Valid:
relevance of indicators can be tested against records
Standardised:
records show continua or benchmarks of progress against standards
Reflective:
records provide basis for later self-reflection or processes and contexts
Keeping meaningful records to track judgements
Rating systems:
based on anecdotal records, binary check-lists or continuous scales
Portfolios:
based on work samples demonstrating students' skills, attitudes or understandings
Self-assessment:
based on comparing students' self-efficacy ratings with actual performance, possibly as journal entries
Communicating learning progress to parents and students
Episodic reporting:
Term/semester/annual reports that translate formative and summative assessments into records of achievement
Parent-teacher interviews:
explaining student's achievements and proposals to parents with reference to results and reports
Continuous reporting:
online reporting in regular instalments with immediate visibility for parents/students.
Using 21st century tools for assessment and record keeping
Online tools:
School Management Systems
(SMS),
School
or
Student Information Systems
(SIS),
Learning Management Systems
(LMS)
Virtual Learning Environments
(VLE).
Tracking student learning