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Effective Monitoring and Evaluation Low SES Forum 7 September 2010

Effective Monitoring and Evaluation Low SES Forum 7 September 2010. Peter Lorking & Vicki Phipps Leaders, National Partnerships Low SES School Communities. Why monitor and evaluate?. The monitoring and evaluation process is one that informs good school planning

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Effective Monitoring and Evaluation Low SES Forum 7 September 2010

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  1. Effective Monitoring and EvaluationLow SES Forum 7 September 2010 Peter Lorking & Vicki Phipps Leaders, National Partnerships Low SES School Communities

  2. Why monitor and evaluate? • The monitoring and evaluation process is one that informs good school planning • It allows schools to monitor the quality and effectiveness of school systems such as teaching and learning, planning, communication, professional learning and improvement • Collect , analyse and interpret the views and perceptions of students, parents and teachers • Further develop the capacity of teachers to ensure the delivery of high quality teaching • Allocate available funding and resources to best address the learning needs of students

  3. “First get your facts; then you can distort them at your leisure” - Mark Twain

  4. For all schools – (but in particular for the Low SES NP schools) Schools, regions and the system needs to be able to answer these questions: • What did we say we were going to do? – Did we do it? • How well did we say we were going to do it? – Did we achieve it?

  5. What does “good” look like On what basis do you make the decision that everything is going o.k.?

  6. Alignment • Collect the right information • Draw the right conclusions • Choose the right strategies • Set appropriate targets • Identify indicators of progress and success • Revise the school plan • Monitor progress and achievement - regularly

  7. “The only man who behaves sensibly is my tailor; he takes my measurements anew every time he sees me, while all the rest go on with their old measurements and expect me to fit them” - George Bernard Shaw

  8. Where do I get the information? Download from here

  9. Where do I get the information? Download from here

  10. Setting Targets Targets must be based on benchmark data. Benchmark data is critical to indicate there has been an improvement. E.g. “25% of students will be in the top 2 bands for NAPLAN” is an unclear target– why? • What year group? • What test aspect – literacy, numeracy, ? • Is 25% an improvement? • By when?

  11. Setting Targets 2 Should say: “25% of all year 3 students will be in the top 2 bands for NAPLAN reading in 2011, currently 20% in 2010” …Now • Does an increase of 5% represent a whole number of students (in a small school with a cohort of 5 students 20%=1 student so you can’t move up to 25%) • Where will the increase in students come from? Are there enough students in the lower bands that can deliver the improvement?

  12. Checklist for setting targets • The target focuses the school on improvement • The target is the final indicator of success of the intended outcome • The target is a numerical measure • The target can be numbers of students, proportion of students, or groups reaching a specified standard • Data is available as evidence of the improvement • The target is clear and precise

  13. Strategies Strategies are the major actions or initiatives designed to achieve intended outcomes or targets.

  14. Checklist for developing strategies • The strategy is feasible and can be sustained in the school • The strategy will be able to support the meeting of the target • The achievements of the strategy can be measured • The strategy can be easily understood within the school community • For NP schools – Is the strategy explicitly linked to at least one of the six Reforms?

  15. Indicators Indicators describe progress towards the achievement of targets or intended outcomes. Indicators demonstrate whether the identified strategies are leading to the achievement of the target or the intended outcome.

  16. Checklist for developing indicators • They act as milestones along the way • Meeting the target is the ultimate indicator measure • They should be measurable or observable

  17. Example Target - Increase the percentage of students achieving Bands 5/6 in literacy in Year 3 from 26% in 2008 to 30% in 2010

  18. In small schools • Focus groups rather than surveys • Closer consideration of individual students in analysing whole school achievement data • Careful use of %s in setting targets and describing targets, strategies and indicators • Remember that the cohort delivering the target and the one used to set the baseline might be different (think NAPLAN)

  19. Final Thought My mind is made up, don't confuse me with the facts!

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