What do good schools look like?

Self-assessment tools for schools

“…a rigorous study, by which readers internalise the meaning of a text and so, effect a transformation in themselves…”

Adhyayan is an education movement of Indian and international educators, dedicated to improving the quality of leadership and learning in schools

Since 2000Deep respect for honest, negotiated formative assessment

An investigation in school based learning

Before 2000A complete distaste for assessments as I knew them

PRATHAM: ASER Reports (Annual since 2005)

CORD: PROBE REVISITED 1996 - 2006

2014 NCERTs National Achievement Survey - Cycle 3

Way forward, page 36, Achievement Highlights

“Large-scale assessments by themselves cannot result in quality improvement, unless the system is ready to reflect on the findings and use them for improving the quality of teaching and learning processes.”

“Ultimately, it would be most useful if teachers themselves can regularly assess their own students and identify which children require additional support on specific topics. Such simple efforts by teachers would have a huge impact in enhancing children’s learning”.

Education: State of Health Reports

2000 - 2013 Shishuvan Mumbai

In 2000 the Shishuvan assessment story began

Blooms Taxonomy

Multiple intelligences

Portfolios Assessment for learning

Assessment as learningAssessment of learning

Assessment of Integrated learning

Self assessment

Independent learning Activity based learning

oral and aural assessments

skill based assessments

Peer assessment

Tracking progress from a baseline

Data led teaching

formative assessment

summative assessmentMemorisation

Evaluation

Synthesis

AnalysisProjects as assessment

Assessment of collaborative learning

Assessment in early years learning

MCQs

Continuous and Comprehensive Evaluation

Research on assessment

http://www.education.vic.gov.au/school/teachers/support/pages/advice.aspxThe Department of Education and Training, Victoria State Government, Melbourne, Australia

Anderson and Krathwohl, 2001

SELF ASSESSMENT

Class English Maths Science Social Studies Students

3 124.52% 120.57% - - 107

4 121.96% 117.92% - - 108

5 122.28% 121.13% - - 106

6 128.46% 128.42% - - 79

7 111.15% 111.63% 97.31% - 80

8 107.38% 102.52% - - 73

9 109.22% 108.39% - 93.99% 72

10 121.39% 116.23% - 106.35% 67

Summative Assessments analysed by the class and the school

SUBJECT : HISTORY Class 10

Criteria 10 points 5 points 3 points

Your complex machine should have at least 3 simple machines.

(pulley, wheel and axle, wedge, inclined plane, screw, lever)

Has 3 simple machines Has 2 simple machines Has 1 simple machine

Label the simple machines used in the design. Also label other important working parts of the machine.

Has labeled all simple machines used and other important working parts.

Has labeled some simple machines used and some important working parts.

Has labeled few working parts.

Written explanation of the complex machine ( 6-7 sentences)

The explanation is detailed and sufficient.

The explanation is insufficient The explanation is sketchy and incomplete.

Neatness and presentation The poster looks attractive with colours. There is minimum cancellation. Handwriting is legible.

The poster is satisfactory with not much use of colours. There are few cancellations. Handwriting is partly legible.

The poster is shabby. Handwriting is not legible and there are many cancellations.

Creating project work rubrics

Assessing effectiveness of group work

GROUP WORK FORMAT© NAME: SUBJECT: DATE:

________ was the Facilitator

Everyone was given time to speak and share ideas.☺• ☹

New ideas were accepted.☺• ☹

The group was kept on task.☺• ☹

There was equal distribution of work.☺• ☹

________was the Material Coordinator

All the required material was brought neatly.

☺• ☹

The material was distributed and used with care.☺• ☹

The material was returned properly.

☺• ☹

The area of work was left clean.

☺• ☹__________was the Recorder

Everyone’s ideas were recorded without changing their words.☺• ☹

The writing was legible and clean.

☺• ☹

The feedback received by the group was recorded.

☺• ☹

The minutes were filed with the teacher

☺• ☹_______was the Time Manager

A timetable was made, and the time required for each task was planned.☺• ☹

Periodic reminders were carefully given.

☺• ☹

The time actually taken for each task was noted.

☺• ☹

Time was not wasted in distractions, arguments and fights.☺• ☹

______was the Sound Manager

Acceptable sound levels were discussed at the beginning and signals decided.☺• ☹

The sound levels were kept low through careful reminders.☺• ☹

Thoughtful, cooperative students were complimented.☺• ☹

Conflicts were mediated within the group.

☺• ☹

I CAN… Grade

Write a short note on how Shishuvan has a forums for learning for everyone.

List at least 5 of the curriculum domains

Recollect three of the strategies to ensure that students succeed

Compare the similarities between the student’s council and the parent sabha

Supremely confident – A Can do with some help – B Not sure I can – C

Parent Induction Assessment

Spokey: “What are your parameters for judging how good your school is?”

Me: “Everyone’s happy. Students love school. We are doing everything we said we would do”

Spokey: “How well are you doing everything? Does everyone agree on how well you are doing?”

Me (struggling): “We are improving every year”

Spokey: “Show me the evidence”Education World5th Co-ed school19th All india rank

Hindustan Times Best in the ward

Times of IndiaIn the top 10 in Mumbai

What does good look like? and how do we measure it?

The School Review against the Adhyayan Quality Standard• Based on an agreement on what good looks like globally• Holistic picture with 6 KPAs• Using practitioner expertise and research to distill generic practice and

for validation• Triangulated evidence: methods, observers, tools • Formative and summative assessment• Inclusive evaluation: done with• Bespoke (7th KPA)• Assessment as (peer) learning• Assessment for learning - leading to further enquiry re challenges• Focuses improvement effort and feedback on change over 2 years• Makes visible the school’s strengths • Rubric as scaffolding enables schools to work with resistance to change

6 Key Performance Areas for Review

“The classroom presents a welcoming and stimulating environment. The students can ‘see’ themselves in the work displayed usefully and purposefully on the walls. High quality work is used as a model to inspire fellow students”

“Positive relationships exist throughout the classroom, and there is clear respect for the teacher and what s/he is trying to achieve. Girls and boys are equally interested in what they study, and are proud to be making progress during lessons”

“Teachers pay careful attention to how students present their work. They mark it regularly to help students improve. The students work well individually, in groups and as whole classes”

Example of ‘what good looks like’

Continuous review (internal - every 6 months, external - every 2 years) embeds a conscious trajectory for improvement that can be tracked and celebrated

The Structure of the Diagnostic

3 judgements

3 judgements

3 judgements

162 carefully crafted statements provide judgements on the 6 KPAs Each statement is judged to be occurring

Rarely/Sometimes/Mostly/Always

The Adhyayan School Review DiagnosticA school-specific tool designed by educators for educators

Coming to judgement

Evidence of impact

Collected through Learning Walk, Book Look, Class Observation and Interviews

Triangulation for robust evidence

Evidence collected by the school team of students, teachers, administrators, parents, non-teaching staff, alumni, community

Evidence collected by the external team validates the school team’s evidence

By the second review there is very high agreement between the school review team and the external validation team

A journey from supposition to evidence based judgement

The School Review Process

Orientation Day

School’s Self- Review & Evaluation Team (SSRE)

Senior Leaders

Non-Teaching

Staff

Management

Representative

PTA Represent

ative

Student Represent

ative

A typical SSRE team is 8-12 in number. It is led by the Principal and includes the school’s key stakeholders …

… and by the end of day 1, the SSRE team will be well prepared to conduct the self-review

Internal and External Review by SSRE1 and SERE2 teams

Days 2 & 3 – SSRE1 review conducted by school’s internal team

Day 4 – SERE2 review conducted by external team (Adhyayan team)

1 SSRE - School Self Review and Evaluation 2 SERE - School External Review and Evaluation;

Report Card format for schoolsACTUAL CLIENT EXAMPLE

6 similar reports are generated for each of the 6

KPAs

Final report of the school incorporating both SSRE and

SERE

KPA. No. Key Performance Area (KPA)Self-Review Rating

(SSRE)External Review

Rating(SERE)

1. Leadership & Management Good Variable

2. Teaching & Learning Good Variable

3. The Child Good Variable

4. The Curriculum Variable Needs Attention

5. Community & Partnerships Good Variable

6. Infrastructure & Resources Good Needs Attention

Quality Dialogue & Action Planning Day

The SERE judgement decides the final award

The Quality dialogue involves comparison of SERE and SSRE scores and is evidence-based

It is the beginning of the school’s improvement journey. It is the moment the SSRE Team create evidence based targets and begin to turn them into realistic action plans

EVIDENCE

ACTION PLAN

Adhyayan’s Research with Prof. Susan HilmanSaginaw Valley State University, Michigan

1. What is the quality of education as measured by the Adhyayan Quality Standard of schools that agree to take on this process?

2. How effective is the process of the Adhyayan Quality Standard for improving school quality?3. Do schools improve the quality of education as measured by the Adhyayan Quality Standard from the

initial award to subsequent award periods?4. What actions are planned by schools for the improvement of the quality of education, based on the

School Self-Review and Evaluation reports?5. What actions are implemented by schools, based on the School Self-Review and Evaluation reports

and Action Plans?6. What is the impact of actions implemented on the quality of education as measured by subsequent

checks on the quality of education based on the six Key Performance Areas?7. How do schools understand what quality education looks like based on international standards as

identified in the AQS diagnostic tool?8. Are there any patterns to how schools rate themselves on the six Key Performance Areas on the SSRE

report compared to rating scores awarded from the SERE reports during schools’ first experience with the AQS process?

9. Do gaps between report scores on the six Key Performance Areas from the School Self-Review and Evaluation (SSRE) Reports and the School External Review and Evaluation (SERE) reports narrow and/or disappear from the initial award to subsequent award periods?

Data analytics

Anonymised data of 9 schools Judgement distance

KPA 2- Teaching and Learning

Key Questions:

1.What is the classroom environment like?

2.How good are the relationships in the classroom and school?

3.How good is the quality of children’s learning?

KPA 4- The Curriculum

Key Questions:1.How well is literacy and numeracy taught and learned?

2.How wide is the range of subjects taught?3.How rich is the learning of students beyond the classroom?

Network Analysis of Key Performance Areas- Data Driven Change

Distribution of schools on location, exam board, management and school fee

Impact

The journey of a network from Review 1 to Review 2

Stage 1

Stage 2

Stage 3

Stage 5

Stage 4

Way forward

Improvement areas identified across the network in TEACHING AND LEARNING

Professional Development of champion teachers to create a cadre of facilitators providing continuous in-service training for teachers

Developing leadership strategies to support and sustain change

School Self Review and Validation

2014

Second round of reviews slated for 2016

2016

School Review (AQS) 2012

Identifying key focus areas and goal setting

Mid year school self- review 2013 Gave themselves self-review scores that

were lower than the external review scores of round 1

Revised goals and action plan based on

school self-reviewContd…

Group work at Dominic Savio High School, Andher i

ASIST (Training) in Display for Learning and Differentiated

Learning

CASE STUDY of one School’s improvement journey

Revised goals and action plan based on school self-review

School leadership, including middle level leadership and student leadership

Classroom Infrastructure and Teaching and Learning

Distributed Leadership

Encouraging school leaders to become school assessors (TAP)

Infrastructural changes

Monitoring and support

by school leaders

Capacity Building through

workshops

Increased Stakeholders engagement

Systems and Processes were detailed

Student Leadership

training

Improvement in Leadership and Management of Teaching and Learning

Diagnostics in Development

Pre Primary Diagnostic

Residential Schools Diagnostic

Child Protection Diagnostic

Safe Schools Diagnostic

Inclusion Diagnostic

Teacher Performance Diagnostic

Region

AQS Schoo

lsAndhra Pradesh 6Delhi 4Rajasthan 2Gujarat 7Karnataka 6Madhya Pradesh PrPradesh 1Maharashtra 40Uttar Pradesh 21West Bengal 5Assam & Meghalaya 27Tamil Nadu 7Goa 8Total 134

The Reach…

School leaders must lead on and be accountable for: • the robustness of their school’s self-review • the actions necessary to make their school a good school for all the

students (especially student voice)• identifying their staffing requirements and recruiting their staff • the CPD of staff based on a needs analysis and ensuring the

development is demonstrated in class• partnerships with the parent community and beyond • the curriculum beyond the subject based syllabus• child protection, health and safety, and inclusion in their schools

Governance structures that enable this to take place is what good governance looks like

Contact information

A-17, 1st Floor, Royal Industrial Estate,Sewree Wadala Cross Road, Wadala West, Mumbai - 400 031 Off - 91 - 22 2417 4463 / 6526 1700Mob - 91 - 97731 87331Email: info@adhyayan.asia / poonam.choksi@adhayayan.asiawebsite: www.adhyayan.asiatwitter handle: AdhyayanEdfacebook: adhyayan.asialinkedin: adhyayan quality educationyoutube channel: adhyayanasia

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