Don’t lose track of what has a positive impact on learning
Many tracking systems are meant to improve schools, but instead their demands lead to teachers leaving
I recently visited a primary school that was keen to develop a new approach to tracking. They wanted teachers to track against learning objectives and grade according to each pupil’s security in meeting them.
“How many objectives?” I asked.
“Around 50 per subject.”
“And how many times per year will teachers assess these objectives?”
That meant assessing 50 objectives for 30 pupils in three subjects, six times per year. I fired up the calculator on my phone. “That’s 27,000 assessments.”
The headteacher turned pale.
This incident is a synthesis of conversations I have in ...