Assessing students up to age 14 - A better future. Part 6 - Central Tracking of Progress

This blog is subject to these protocols

One of the benefits of SATS results is that they can be easily used by remote parties to identify signs of possible problems in schools.

However unfortunately the broad-brush nature of SATS results reveals little detail regarding the nature of any problems which may exist.

It is likely that those with oversight of schools, be they local authorities, academy chains or central government education services will wish to be able to access and analyse schools tracking systems.  In my opinion it would be wiser that they had access to detailed information regarding students progress than that they just had access to summative grades.

Alan Teece at Alfiesoft had particular insight into the practicalities of how systems could be connected to central government records.

Assessing students up to the age of 14 – A better future  QUICK LINKS

Part 1: key components of the way forward

Part 2: protocols for this series of blogs

Part 3: integrating formative (APP) and summative (SATS) assessment

Part 4: being allowed to test what is testable

Part 5: more about online testing

Part 6: central tracking of progress

Part 7: supporting diversity

Part 8: student behaviour management

Part 9: bridging the primary/secondary divide

Part 10: at what age should this type of tracking begin? (and tracking inputs)