Monitoring and Evaluation

Report
OFMDFM Signature Project
Monitoring Progress
Post-primary
OFMDFM Signature Project
Aims of the session
To consider how you are monitoring progress
in relation to
• Targets on your Action Plan (school level)
• Identified pupils in the focus group (Pupil
level)
OFMDFM Signature Project
Monitoring
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Why?
Who?
When?
What?
How?
Open, shared and transparent?
Linked to targets on action plan? Pupil
targets?
Improving Learning
Baseline
What do we know about the
pupil?
EVALUATE
OUTCOMES AND
IMPACT
MONITOR
PROGRESS
EVIDENCE
BASE
MAKE CHANGES
Implement-Teach
SET TARGETS and
Plan
QUANTITATIVE AND
QUALITATIVE
OFMDFM Signature Project
What is Monitoring?
Monitoring is the activity that is undertaken
routinely to keep a check on progress and to
check that what is supposed to be happening
is happening in the way that was planned
OFMDFM Signature Project
Monitoring and Evaluation
School level
• Action plan aligned with the school’s school development plan
• Action plan/s completed using NISPLAN website (English,
Mathematics, Irish) by 30th October
• Baseline performance data recorded on school action plan/s (key
stage 2 / GCSE)
• Performance targets set for 2013-14
• Monitoring of progress through the NISPLAN website (December,
February)
• Analysis of qualitative and quantitative data
• Self-Evaluation by participating teachers
• Evaluation of the project (June)
OFMDFM Signature Project
Monitoring and Evaluation
Pupil level
• Individual pupils identified for support using performance
data
• Baseline information recorded for individual pupils
• Targets and success criteria set for individual pupils
• Detail of specific intervention planned
• Monitoring of individual pupil progress against performance
targets (December and February)
• Pupil questionnaires and attitudinal studies used
OFMDFM Signature Project
Monitoring and Evaluation
System level
• Assessment of action plans through the NISPLAN website
• Monitoring of progress through the NISPLAN website (December,
February)
• Analysis of qualitative and quantitative data
• Progress measured against PfG targets and Count, Read: Succeed
milestones
• Sharing of effective practice through the NISPLAN website and
teacher training sessions
• Principal information sessions/ meetings
• CASS officer information sessions and workshops
• Evaluation of training and support for teachers
• Progress updates and evaluation reports to the WELB
implementation team, ASEO group, SOG, DE, ETI
OFMDFM Signature Project
Process
• Monitor pupils’ progress first against
individual targets set
• Quantify the information you have gained
from this monitoring
• Look at the targets on your Action plan- Are
you on track? If not, Why not?
• Use this information to complete the
monitoring form on the website
OFMDFM Signature Project
“How are we doing?
How do we know?”
• What are you measuring against?
• What evidence do you have to support your
monitoring?
• What are you doing with the results of your
monitoring?
• Who is informed by this information?
• What will you do differently?
OFMDFM Signature Project
Sources of Evidence for monitoring
pupil progress
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Samples of work/ tasks/ tests
Your observations/ records
Pupil’s opinions/attitudes
Pupil Learning Logs
Parents’ opinions
Transfer of skills to other curricular areas
Class teacher’s opinion
Your own “Self Evaluation”
OFMDFM Signature Project
School Priorities
• Connect progress to SDP priorities
• Use information to monitor progress on
targets on Action plan
• Provide information for class teachers/ HODs/
SMT/Lit Co/Maths Co/
OFMDFM Signature Project
“What more do we need to do and
how will we do it ?”
Workshop
Post-primary English
What does good
intervention look like?
Successful intervention in English
• Research shows…
• The Inspection process approves of…
• Successful schools have done this…
• What can you take out of this and take
forward?
Research papers
Brilliant Belfast
DENI
• DENI
Research papers
Successful secondary
schools
Toolkit
Who?
• Targets
group(s)
What?
• needs
Really?
• Digging
deeper
How?
• Questioning
• Sampling
• Impact?
Now
what?
• Review
• More
help?
Intervention strategies
How?
• Reading- 3-level questions, note-making;
reading for research; speed reading;
Reciprocal reading;
• Writing- structure; paragraphs; Write Now;
• Speaking and listening- say what you know;
role play; group discussion roles; gender
issues
Model 1
Model 2
Taking each side of the
Taking each side of the
discussion and balancing
argument in turn, for and
points side by side.
then against.
Introduction 1/ 2 paragraphs,
stating main issue and
previewing main arguments.
for
Argument
1, with
ref/quote
against
Argument
1, with
ref/quote
Introduction 1/ 2 paragraphs,
stating main issue and
previewing main arguments.
for
Argument
1
Argument
2
against
Argument
2
Argument
3
Argument
2
Argument
3
Conclusion 1/ 2 paragraphs,
including your views.
Argument
3
Argument
1
Argument
2
Argument
3
Conclusion 1/ 2 paragraphs,
including your views.
KWL grid
(other grids are available)
Know already
Want to
know?
Have
Learned?
Final Product
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approaches to GCSE improvement
CCEA support
AQA support
OCR support
Check your target grade against the criteria on the Learning Triangle below
so you know exactly what you need to do to achieve.
Ask your teacher if you are unsure.
A*
show originality of analysis and interpretation when evaluating the play’s moral,
philosophical or social significance; Shakespeare’s stagecraft and/or appeal to
audience; patterns and details of words and images
A
show analytical and interpretative skills when evaluating the play’s moral and
philosophical context; significant achievements within the dramatic genre;
Shakespeare’s exploitation of language for dramatic, poetic and figurative effect
B
show analytical skill when exploring the play’s implications, contemporary relevance
and historical context; characterisation, structure and theatricality; Shakespeare’s use
of linguistic devices
C
show insight when discussing the nature of the play, its implications and relevance;
characters, structure and stagecraft; Shakespeare’s use of language
D
show understanding when discussing the nature and implications of the play and its
structure; the appeal of the play to an audience; Shakespeare’s language
E
show familiarity when describing the nature of the play, its meaning and ideas; the
sequence of events and variety of characters; the impact on an audience
Differences between a C and a D
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17-20
some focus on the task
Explained responses
Range of comments
supporting details
Awareness of meaning/
feelings/ attitudes/ idea
notification of effects of
devices / language
Selection of relevant
material for comparison
Structured comments on
similarities/ differences
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•
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21- 24 marks
Sustained response to the
task
Effective use of detail to
support answers
Effective comment on
meanings
Explanations of how effects
devices / language are
achieved
Selection of appropriate
material
Sustained focus on similarities
and differences
Compare how attitudes towards other people are
shown in four poems you have studied.
Direct
opening

Personal
ideas 
Effective
use of
detail to
support
answers
‘Digging’ by Seamus Heaney is about his memory of
his father and grandfather. The poem shows that
Heaney has great respect for his father and
grandfather. He has not followed the family
tradition of farming and he therefore respects his
father and grandfather because they could do
something he couldn’t. His admiration is shown
where he writes ‘but I’ve no spade to follow men
like them.’ The way that he has written ‘men like
them’, clearly shows his great respect for them.
Clear,
quick
and
focused
analysis
P
E
E
=C
grade
skill
Sample essay - Gillian Clarke
Clear,
quick
and
focused
analysis
Make a
point
here –
don’t
just list
features
In ‘Catrin’, Clarke uses metaphorical
language to emphasise her passion for the
subject. ‘Red rope of love’ creates
powerful image of an umbilical cord.
Catrin does not have a rhyming scheme
and consist of two stanzas.
Clarke also uses words that sound violent,
for example ‘fierce confrontation’
emphasis her feelings with harsh
sounding letters and a symbolic meaning.
She uses alliteration to emphasise her
angry feelings ‘coloured them clean’
P
E
Need to
expand
key
point
P
E
E
=C
grade
skill
Sample essay 2 - Gillian Clarke
Why? What does
this show or
represent?
EXPLAIN your
point to get the
marks.
Why?
Add in your
ideas.
‘Catrin’,
Not helpful
and dull –
make a
point
explaining
the effect
on readers
Clarke uses metaphorical language.
‘Red rope of love’ is powerful.
There is not a rhyming scheme
but there are two stanzas.
Clarke uses harsh words. She has
symbolic meanings. She uses
Overall, this
alliteration to emphasise her
reads like a list
angry feelings ‘coloured them
of features not
clean’.
an analysis of
This is better as it is trying
to analyse an effect and the
impact on the reader.
the poem and
will not achieve
aC
Sample essay 3 - Gillian Clarke ‘Babysitting’
Direct
and
focused
analysis
Effective
use of
detail to
support
answers
Overall, a
sustained
response to
the task
P
Clarke reveals in ‘Babysitting’ that she has a negative
attitude towards the child. This is shown when she
E
writes: ‘she will shout her hot midnight rage, her
nose with stream disgustingly’. The negative
language impacts on the reader and helps to justify
E
Clarke’s distaste.
=C
The baby in Babysitting is not Clarke’s baby so she
grade
does not therefore bond with it. At the beginning of
and
the poem Clarke explains that ‘the baby is perfectly
higher
acceptable’ but her language is ambivalent and
skill
shows how distant she is from the baby because it is
not hers.
At the end of the poem, Clarke says ‘it will not come, it
will not come’, this is referring to milk as it is not Explanations
her child but also it is referring to love – she cannot of how effects
love this child. The repetition emphasises the
devices /
finality and sadness of it all.
language are
achieved
Reading criteria to meet
• “understands and demonstrates how meaning is
conveyed” central band 4-6 descriptor
• Developed to include “evaluating(commenting
on/ making judgements about) language and
structure as appropriate”
• Successfully compare and cross-reference aspects
of texts and explain convincingly how that may
vary in purpose and how they achieve different
effects.
Writing criteria
• Shows successful adaptation of form and style to
different tasks and for different purposes. They
use a range of structures and varied vocabulary
to create different effects and engage the
readers’ interest.
• Paragraphing is used effectively to make the
sequence of events or development of ideas
coherent and clear to the reader.
• Sentence structures are varied and sometimes
bold; punctuation and spelling are accurate.
Speaking and Listening criteria
• Can adapt their talk to the demands of
different situations and contexts;
• They recognise when Standard English is
required and use it confidently;
• Through carful listening and by developing
their own and others’ ideas, they make
significant contributions to discussion and
participate effectively in creative activities.
Exam technique
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Fitting in with study skills in whole-school
Memory skills
Target/ command verbs
Identifying the most problematic questions
and addressing them point by point
• Resources from exam boards
OFMDFM Signature Project
“What more do we need to do and
how will we do it ?”
Workshop

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