You’re trying to track student progress. What are the best tools to use?

Group discussion and class Participation are a way further a best tool to assess the students performance. Developing Critical thinking abilities among students should be the motto of teachers. To assess that, teaching should be replaced with a healthy discussion

Focus Group Discussions (FGDs) are particularly useful in assessments, and can be used in tracking students academic progress as well. Teachers can create flexible arrangements for this kind of discussions based on practical academic topics to see students thought processes play out in real time. Depending on the topic or academic setting, students can be assessed based on leadership qualities, attention to detail, ability to understand or explain, etc.

Use of diagnostic data such as CAT4 - NGRT can track literacy, Progress Tests Maths English and Science - learner evidence against learning objectives…

Sin dudas, creo que los datos colaboran notablemente con el progreso de los aprendizajes y la mejora escolar. Como directivos contamos con una gran cantidad de datos que al procesarlos (mediante algún sistema de gestión un simple Excel) nos permiten tomar decisiones que impacten positivamente en l aprendizaje de nuestros estudiantes. La intuición no debe ser la forma en la que analicemos las situaciones pedagógicas y siempre debemos tomar decisiones basados en datos de la realidad de la escuela.

GL CAT4 and the CEM tests are great tools for providing a baseline but also for building an in-depth understanding of a pupil’s learning profile. Their performance indicators can also be helpful when setting targets for students’ performance for public examinations such as GCSE, A Levels and IB Diploma.

Being an Educationist for more than 20 years, I'm a strong advocate of formative assessments, to keep the track of academic records of students. I believe through FA we can track Individual Learners achievements and weaknesses steadily. It helps in the ongoing monitoring of learners' progress against schools’ curriculum standards. Moreover, Automation of formative assessment information facilitates differentiated learning experiences for all students. In my experience SchoolTalk is an excellent formative assessment tool which is flexible and adaptable, SchoolTalk has been effectively adopted in numerous schools. The app accommodates any structured set of learning in alignment with any school curriculum standards.

El progreso comportamental es un reto grande sobre todo en culturas escolares más bien rígidas. En este caso el reto es cultural e implica un trabajo muy fuerte con los docentes. Porque son ellos los que definen esa orientación comportamental. El camino entonces pasa por definir estrategias que guíen al docente a asumir prácticas de diálogo, de diálogo encuentro, de relación que permitan mostrar e ir modelando ese progreso comportamental en los estudiantes. Allí el liderazgo educativo es clave porque debe de dar forma a esa cultura distinta. De nada sirve implementar instrumentos si es que el espíritu se mueve en otra dirección.

Eu gosto da abordagem que trata cada indivíduo como único. Que considere as duas diversas características e compreenda suas principais competências. é essencial que no processo avalia??o a gente considere de forma multidimensional a sua evolu??o. Saber como cada indivíduo se autoavalia também favorece o entendimento das suas complexidades e pontos de vista convergentes e divergentes.

Ordinarily, I’m wary of peer reporting - too many unreliable variables. However, when I assign a group project, I make Group Participation 30% of the project grade. This takes some of the sting out of the inevitable unfairness of everyone in the group getting the same grade though not everyone put in the same effort. It also allows instructors to hold poor performers accountable and to assess that aspect of growth. Peer feedback/reporting and group chatter in their forum are the basis for this grade. I have always been impressed by the integrity and deep desire to be fair that students demonstrate in this process.

Behavior Tracking Apps: Tools like ClassDojo or PBIS Rewards help teachers track and manage student behavior by awarding points for positive actions and tracking behavioral trends over time. Behavior Charts: Physical or digital charts can be used to visually track behavior and provide feedback to students on their progress. Behavioral Assessment Tools: Instruments like the BASC (Behavior Assessment System for Children) or the SSIS (Social Skills Improvement System) provide standardized measures to assess behavior and social-emotional skills.

Use instruments that emphasise teamwork, communication, and interpersonal skills to monitor social growth. Student communication and sharing are encouraged by websites like Flipgrid and Padlet. Emotional intelligence and social skills are measured by social-emotional learning (SEL) exams like the DESSA. Google Classroom promotes teamwork by facilitating collaborative tasks. Students' social growth is displayed through digital portfolios created with programmes like Seesaw or Portfolio. Frequent feedback sessions and conversations, facilitated by communication applications such as Microsoft Teams or Slack, improve social growth and guarantee a comprehensive strategy for monitoring and advancing students' social development.

Es una pregunta bastante compleja, medir la adquisición de habilidades sociales es difícil y más en entornos digitales. But it is not impossible, collaborative tools such as google or word documents (in their online version) allow us to see the participation of each student in a job. In turn, the workspaces that can be created, through online management platforms, benefit us in the measurement of participation and collaboration.

Ao integrarmos dados sociais com outras formas de avalia??o, como testes padronizados, avalia??es formativas e portfólios, podemos ter uma compreens?o mais completa e equilibrada do progresso dos alunos, abordando n?o apenas seu desempenho acadêmico, mas também seu crescimento social, emocional e colaborativo. Isso pode informar práticas pedagógicas mais eficazes e ajudar a criar ambientes de aprendizagem mais inclusivos e solidários.

Peer Interaction Observation: Teachers can observe and note students' social interactions during group activities or free time to assess their social progress. Social Skills Assessments: Tools like the SSIS or the Vineland Adaptive Behavior Scales provide assessments specifically designed to evaluate social skills development. Peer Feedback: Encouraging students to provide constructive feedback to their peers on collaborative projects can also offer insights into their social development.

I find social data to be a valuable tool in understanding my students' interpersonal dynamics. Observations provide insights into their social behaviors across various settings, while peer assessments offer a unique perspective on collaborative tasks, helping me gauge their contributions and interactions. Sociograms add another layer, allowing me to map out social networks and identify roles and influence within the classroom community. This holistic view enhances my ability to foster not only academic success but also crucial social skills like empathy, cooperation, and conflict resolution.

W. Edwards Deming was asked about his stand on no grades. I remember the live telecast in my doctorate program when Dr. Deming was in his final year, broadcasting from hospital. The facilitator asked him, “You promote no grades in schools-how will we know what the children are learning?” Deming said two words… …Ask Them!

Regular check-ins foster trust, letting you gauge immediate feelings and needs. Encourage students to maintain journals for deeper insights into their emotions, aiding in processing feelings. Use scales to quantify emotions, offering a clear view of changes and potential concerns. Incorporate a wellness index in scales to measure overall emotional health, tracking aspects like happiness, resilience, and stress management. This approach offers a comprehensive view of students' emotional well-being, highlighting areas needing support or intervention, ensuring a supportive learning environment.

Emotional Intelligence is an important life skill for students of all ages. When they have behavior issues, I have sentence starters for them to complete in writing and then discuss with me first and then their classmate." I felt upset because... So I decided to... I wish I had done this instead....Now I will explain this to my classmate and apologize.

Engaging in regular check-ins provides me with valuable insights into my students' emotional well-being, fostering trust and allowing me to offer the necessary support. Journals serve as a window into their personal reflections, helping me understand their perspectives and aiding them in processing and regulating their emotions. Utilizing scales as numerical tools enables me to quantify and track emotional states, identifying potential risks and issues that may impact their overall well-being. This emotional data, woven into the fabric of progress tracking, contributes to a more holistic understanding of each student's journey.

Check-In Systems: Implementing daily or weekly check-ins where students express their emotions can help teachers monitor emotional well-being. Tools like Mood Meter or Emotion Thermometer facilitate this process. SEL Programs: Social and Emotional Learning (SEL) programs like Second Step or RULER provide curricula and assessment tools to support students' emotional development. Counseling and Support Services: Working closely with school counselors or psychologists can provide additional insights into students' emotional progress and well-being.

Firstly students have to be seen 1. In punctuality in whatever he performs. 2. Commitment towards himself and others. 3. Responsibility for himself and others. 4. Emotional maturity in dealing with his team 5. Social attitude in helping others. 6. His progress shall help his team members too. 7. His behaviour as a supporter in case of crisis , will make him to grow stronger with determination for Achievement of goals. All this will give a proof for his progress whether it’s in Academics or in his life.

I normally use the following matrix- - Continuous Internal Assessment to track their learning outcome, - Class Participation, - Quality of Discussion, - Their performance in day to day work sheet via Google Classroom, - Their Exam marks, - I also consider extracurricular participation and Achievement, - A personal rapport with the students through which I know their professional goals and their current performance assist me to understand how close they are with the goal they want to achieve.

There are so many amazing tools (e.g., Starfish, Dropout Detective, Disengagement Tracking, Analytics) to examine student performance. For the last two years, I have found value in surveying learners with a Perceived Wellness Inventory (PWI) and collecting qualitative data both pre and post course launch. While tracking grades and participation can provide leaders with a good sense of academic achievement, we must look at the health and advancement of the learner more comprehensively. By utilizing this approach, I have seen success in learner retention, metacognition, and overall mindfulness. Quantitative data and tracking tools are important, but leveraging raw qualitative data and stats that transcend mere academics are paramount.

4Matrix is a great whole school progress tracking tool, allowing one to look at whole groups, individuals, subjects and demographics, also looking at marginal data.

Com todas as investiga??es para melhor compreender a dinamica do ensino e aprendizagem somados às descobertas sobre as motiva??es, os métodos e os estímulos mais favoráveis ao aprendizado, apreciar o ‘progresso do aluno’ implica em conjugar todas as perspectivas anteriores, ou seja, a acadêmica, a comportamental, a social e a emocional, sabendo existir uma íntima rela??o entre as três últimas que influencia a acadêmica. é preciso encerrar interven??es unilaterais que reduzam ou fragmentem a compreens?o do aluno como um sujeito histórico de autonomia para fazer suas escolhas a luz de suas referências de mundo. Cada contexto de aprendizagem exige uma combina??o própria de instrumentos para uma avalia??o diagnóstica do aluno na sua totalidade.