Cheryl Pym discusses how to approach student progress tracking within programme planning.
Tracking students' progress in technology
Tracking student progress is an inherent part of collaborative school-wide programme planning. If you’re actually coming together to programme plan, then you know what your assessment programme is going to look like, and therefore we need to have some means of tracking student achievement. Actually understanding are we shifting students from one level to the next? Are we building on their capacity?
So what does that look like in a school? Many and varied tools, I guess, but there has to be some systematic approach to tracking students. Is it a visual diary plus a rubric that people fill in the accumulating information as it travels with the student? Is it electronic tracking? Is it done by all or some?
And where are these documents or information held and who shares those? It’s important that every teacher in, say, a rotation has access to all that information. And that we are passing the student over from our care to somebody else’s care with the information that informs the teaching programme that the student will then move to.
No point in me passing the ball to somebody who is receiving something that they have no knowledge about and just teaching from a game plan that they set without thinking about who these students are.
So the bottom line for me is not only knowing the student, where they’ve come from and where they need to go, but using the New Zealand Curriculum and the indicators of progression as the tool that shapes what we do and how we do it.
And that’s what we measure our students against. Rather than just guesswork or a skill level, we actually are marking a student's progress against a curriculum level.
School-wide programme planning (04:18)
Cheryl Pym explains how collaboration forms the foundation for school-wide planning in technology education.
Cheryl Pym encourages us to make connections in order to provide smooth transitions for students.