Tracking progress in the BGE ….. a developing model Linlithgow Academy Tracking progress in the BGE ….. a developing model

Currently at LA Strong tracking tool based on E/Os Supports learner conversations Encourages professional dialogue Blank template for departments Lacks consistency variety of interpretations and groupings, some skills based, some task based For some pupils a record of failure no level 2 included

Developing model Increase consistency by Use of curriculum organisers Use of Benchmarks Introduction of BGE checkpoints / updates Remove clutter using curricular areas Develop a method to measure and record progress over time taking account of breadth and depth of benchmarks within courses Increase confidence for staff in achievement of a level Moving onto next level

Looking for a Trend Existing traffic lighting system: 1, 2, 3 New Filemaker versions include Graphing How could we adapt to plot a trend line Progress over time Traffic light each organiser & capture coverage Equal status not realistic Breadth and depth varied for each organiser Need for weighting

The numbers behind the lights! Technologies # Benchmarks 11 2 3 6 4 1 26 10 21 5 8 Total = 62 Digital Literacy Applications & System skills Information processing Cyber resilience Business Developments Impact & Contribution Design & Technology Design & construction Materials Graphics Engineering Computing Science Computational thinking Technology Software development 2/33 = 6% 33 1x2= 2 0x3= 0 0x6= 0 12 0x1= 0 2x3= 6 78 3x6= 18 0x10=0 0x4= 0 63 1x5= 5 2x8= 16 0x8= 0 6/12 = 50% 18/78 = 23% 21/63 = 33% Technologies Overall = 47/186 = 25%

The numbers behind the lights! Technologies # Benchmarks 11 2 3 6 4 1 26 10 21 5 8 Total = 62 Digital Literacy Applications & System skills Information processing Cyber resilience Business Developments Impact & Contribution Design & Technology Design & construction Materials Graphics Engineering Computing Science Computational thinking Technology Software development 26/33 = 79% 33 1x2= 2 2x3= 6 3x6= 18 12 1x1= 1 78 1x6= 6 2x10=20 1x4= 4 63 1x5= 5 2x8= 16 1x8= 8 7/12 = 58% 48/78 = 61% 29/63 = 46% Technologies Overall = 110/186 = 62%

The Trend Numbers create too many questions! Capture Overall % 3 x per year S1, S2 and S3 Raw data: 16, 23, 46, 48, 68, 77, 84, 84, 95 Plot line graph 100% would be mastery Steeper the incline the greater the progress Numbers create too many questions!

History Business Science

The Big Picture

Considerations during planning Which assessments are we basing our decisions on? How the weighting is decided (progress bars) Allowing professional judgement to supersede summative assessments Will we have effective differentiated materials for those who need it? How will we interpret the graphs? What literacy and numeracy will be tracked this year? When have pupils achieved a level?

Classroom Using CAT and CEM scores and access barriers to learning when pupils join the class Consider literacy and numeracy levels of pupils in class in planning Complete benchmark profile throughout the year (including Lit & Num), workload is manageable. Use profile to identify next steps for pupils, this should inform report writing

How will this look over time?

October

January

June

Middle leader Moderation tool, faculties can look at assessments used for judgements at ‘BGE update’ on calendar Look at CAT/ CEM vs pupils progress. Potential to identify best practise and share Are all pupils achieving? Creates a record that can be used when analysing SQA results i.e. Do we need to change anything in the BGE to improve attainment Pupil support use during course choice

Whole school Follow targeted groups Care Experienced PEF ESOL Audit curriculum against organisers Clear picture of level of challenge in curricular areas Enhances collegiality

Benefits of developing model Can now measure progress across all levels Supports identification of the need for differentiation ( support and challenge ) Visual to support learner conversations Allows capture of application of literacy / numeracy across learning Adds clarity to professional dialogue / moderation across school Supports work / dialogue already taking place

Next steps / possibilities Development of a management report  Measuring the gap, is it reducing? Potential to raise progress concerns in BGE Use of data to improve accessibility of reports to parents – a visual ? Use of data to support course choice primary data / collaboration