Ngā Matapakinga | Discussion

    CORE Education
    Ten Trend: Real-time reporting
    11 April
    Public discussion Created by CORE Education

    Real time reporting

    What’s this Trend all about?

    Ten Trends technology wedge

    Effective use of assessment data in a digital age is at the forefront of our thinking in education. For example, on-going data sharing (digitally) can provide parents and whānau access to ‘on demand’ information about their child’s learning - wherever, whenever. In a digital age, that demands more personalised experiences; it would seem a six-monthly, one-size-fits-all model for reporting needs to be revisited, so that students and their whānau can get a more accurate picture of their child’s real-time performance (Ten Trends 2019 PDF, p10).


    What’s driving the change?

    1. Demand for more timely, personalised feedback
    2. Greater emphasis on formative assessment and reporting
    3. Technological developments

    MarathonThere is plenty of evidence and research to show that regular connections between parents and whānau and school and kura can have a positive impact on learners. With technological advancements, anyone can receive ‘on demand’, real time, personalise feedback (how am I doing) on pretty much anything - from health records to bank records. So it would seem six-monthly reporting on student/ākonga progress is an outdated and ineffective way to provide real-time formative assessment to inform next steps in learning.


    CORE Education PLD facilitator Katrina Laurie, has been working in schools where Ten Trends, Real-time reporting and Understanding Success has resonated with her schools.


    Katrina quote


    How have the Ten Trends been introduced?

    As soon as the CORE Ten Trends 2019 were launched on Facebook, Katrina Laurie could see connections for the teachers and leaders she was working with. As Katrina says “It has allowed opportunities to further understand our focus, ask more questions, delve deeper into what this looks like in practice”.


    In Linton Camp School, there has been a PLD focus on assessment capability and learner agency so students can articulate and share their learning via digital portfolios with parents/whānau.


    Ngā wero or challenge: Teams to prepare an elevator pitch about the Ten Trend: Real-time reporting.

    Teachers familiarised themselves with two of the Ten Trends (Real-time Reporting, Understanding Success) and then worked in pairs to create elevator pitches about Real-time reporting and Understanding Success trends and the drivers influencing this. This led to deeper discussions and wonderings, which in-turn, progressed into trialing innovative ways to create authentic, real-time reporting opportunities with the students - to help develop assessment capabilities using Seesaw. See examples of this below.


    Wer or challenge



    What examples can we see?

    Westmere School (Whanganui) has engaged in Digital Fluency PLD for some time now, with a growing focus on using Seesaw to replace their mid-yearly reporting format.


    Purpose: Show how authentic progress across the curriculum whilst developing a unique, student led set of evidence to monitor progress and celebrate learning. Using Seesaw is as much about the process as it is the product.

    In this context, the Ten Trend: Real-time reporting was shared with the staff, where they further explored ways to use Seesaw (skills section and folders) to report in real time; so that students can share their learning with parents and whānau. The school developed the following draft framework to help guide this process.


    Here’s what the staff have had to say about progress towards responsive, real-time reporting.



    There are some powerful guiding questions (Ten Trends 2019 PDF, p. 14) you can use within your school/s. Why not comment below and share how you have or will introduce the Real-time reporting trend in your school? We’d love to see what personalised, on-going, on-demand reporting looks like for your students. Simple join the CORE Ten Trends group to contribute below.

    A big thank you to Katrina Laurie, Linton Camp School and Westmere School for sharing this story.

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    Image by composita from Pixabay 

    - By CORE Education
      • CORE Education
        By CORE Education
        Jul 3

        • Arrowtown
          By Arrowtown
          Jun 7

          I have been asked to share our journey and apologise if it doesn’t all make sense! Please feel free to ask questions etc.


          Arrowtown School have been developing an on-demand ‘Progress Report’ in Yr 5-8 for the last 18 months. We wanted the students to take a key role in discussing their learning and this can only be achieved through building ownership by involving them in their assessments. Primarily we wanted parents and children to celebrate progress being made, as it happens, and continuously reflect on their learning journey. The students are expected to lead two learner-led conferences a year, but in reality, they share their progress report frequently to show results and progress as it happens.


          All our students have daily access to a device, through the school or BYOD. With support and explicit teaching around writing reflections, students enter all the information, except for our end of year GOLD reflection. We also use See-Saw regularly to share learning to and practice writing reflections/captions, this really helps build competency on how to reflect effectively. We are constantly reminding the students that their Progress Report is an official school document and there is a level of expectation for content and presentation.




          A template of our ‘Progress Report’ is shared via Google Classroom which means parents have access to the report through the students on day one. They personalize it with personal details and a photograph.




          Our GOLD learner qualities are deliberately first as we want these discussed and reflected the most often. One of the wonderful advantages of Google Docs, is being able to add/link documents, to expand areas if needed. You will see a link to our Gold co-constructed rubric which the students update regularly with a weekly focus.




          The students self assess by highlighting where they believe they are at and add photographic evidence. They also add a comment to explain why and what their next step is to move up a level. If they move, it is highlighted green and, if they move back, the words are highlighted red, so we can track their movements as every child is different.




          Incidentally, we are having a go with a PBL rubric based on ‘Creativity’, which works the same as the GOLD rubric so the student can, in theory, seamlessly work with it.  In particular, we wanted to help scaffold how students collect evidence of their learning and celebrate the stages of our Inquiry.






          We deliberately choose one assessment tool for the students to analyze. We found E-asTTle the easiest to implement by making them short, focused tasks. The students add the data and with support analyze their results. Their strengths are added throughout the year based on results and feedback during lessons. At the end of Term 2 and Term 4 they write a reflection of their learning.




          For writing, the students peer assess four pieces of work which is linked on the report. On the linked writing sample, they have to highlight their strengths and next learning steps through comments on the Google Doc. The students also use this as a script for their learner-led conference too.





          This year for maths, we introduced gathering data on both e-asTTle and Maths Buddy, as Maths Buddy provides more frequent data and motivated our students by showing progress over shorter periods of time.




          One of the key reasons we created our Progress Report was to celebrate our diverse curriculum. Again, the students create a reflection based on the outcomes and provide a photo for evidence. Shared Google Photos is an essential tool for us! We introduced iPods to help capture photos but they insisted on using their phones.


          The feedback from the parents has been overwhelmingly positive, with most comments being based on how impressed they were with the amount of detail students shared explaining what level they were and why. It will be interesting to see if the feedback as positive during our second year. Also, this approach to reporting has had a huge influence on the teaching approach of our team. The nature of the report requires constant formative assessment with clear learning intentions and success criteria, without this, you cannot have successful peer assessment.


          Having ‘on demand’ results and reflections has increased the communication between parents and teachers. With complete transparency of results means parents are more aware and want to see us more regularly discuss results and next steps, which is demanding at times. The document looks large, but as it is an integral part of our everyday practice, it doesn’t feel large to create. The students just see it as a part of their learning and constantly work on it.

          I have only captured a snapshot of the report, but I have included links to a PDF of both the 2018 and 2019 versions as we have made quite a few changes. It’s an evolving process as we are constantly gathering/receiving feedback from teachers, students and parents. I have also included a 5 min video of a student talking through the progress report from his perspective.


          Link to Student Video


          Progress Report 2018

          • Tessa Gray
            By Tessa Gray
            Jun 4

            So good to see this story extended by Katrina in this CORE blog, Time to get real with reporting. There's some real gold for educators to unpack in their own schools/kura. 

            The call for reporting on progress in real time will allow the learning gains of every student to be acknowledged.

            Have you considered the following?

            1. Do learners know what is expected? Are they clear on the purpose?
            2. Do learners know what quality looks like? Do they know where they are at with their own learning progress?
            3. Are learners comfortable with giving and receiving feedback? Peer and self assessment/reflection?
            4. Can learners articulate their learning clearly and concisely?
            5. Can they manage their own learning by responding to feedback that was designed to move them forward?

            Thanks again Katrina Laurie, very valuable read!

            • Tracey Scott
              By Tracey Scott
              Apr 18

              Thanks for that extra info and thinking Katrina - such a valuable think-piece to kick off this Trend

              • Katrina Laurie
                By Katrina Laurie
                Apr 11

                It is really important to recognise that this (information shared in the post) is an evolving process. Thank you to Linton Camp School and Westmere School (Whanganui) for being brave and sharing where you are up to in regards to this hot topic. 

                Just today I had another conversation with a leadership team about how to get to managing real time reporting and the mind shift that needs to happen to axe the written report and accept what real time reporting can provide. By the time a written report report has gone home how much relevance does the information have? The opportunity to discuss the learning can be missed because so much more has happened in that space of time.

                Something I am passionate about is how we deepen the learning conversation that a digital platform can provide. This in turn amplifies what we can discuss and share in a face to face e.g a three way conference (parent, student and teacher). 

                Some strategies I have seen implemented include the students asking for specific feedback in posts and more importantly students developing the language of learning when they share their learning. For example a student might take a photo of their writing and read it. Why not structure a post to include statements like; Today I learnt... I tried to... My next step is.. OR ask a question in the post to engage further conversations (I've seen this last example at all year levels)

                Another way might be to use a combination of Ziteboard and Screencastify (if working on chromebooks) for students to show their thinking in the current maths strategy they are learning. 

                I would love to hear what you are doing, there are many platforms out there being used and it would be great to hear how effective your strategies have been in real time reporting. What do we and our parents/whānau value in the written reports that can be done in real time? Can we minimise the extensive time put into written reports with a shift to just real time reporting?

                Ngā mihi :)


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