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Just been reading about @MidlandAT approach to data/progress called LASER conversations. Read from p73 in this excellent @TheCfEY @Pearson_UK report on assessment https://cfey.org/wp-content/uploads/2020/12/40110-UK-Making-Waves-research-report-Final-SMALL-WEB-VERSION-1.pdf
At the core, @MidlandAT has ditched data drops, in favour of regular, evidence-focused conversations about actual classroom impact, focused on development.
This means that discussions and monitoring are about actual pupils and actual learning, not numbers
The Trust (formerly led by @RosMcM who is also quoted) reflects how the previous systems had data for the sake of it, high workload and little impact. So they stopped.
This still leaves space for teachers to capture and analyse meaningful quantitative data, but only where they find it helpful. This shows the Trust has been listening to what teachers find works for them.
A really interested story of implementation, evolution and reflection. Worth reading the whole thing to reflect on the tensions discovered through the process and how it keeps changing. Really fascinating.
