Measuring progress requires the collection of data (broadly defined to encompass qualitative and quantitative data on a range of valued outcomes) and the analysis of these data to help with understanding how your school functions, how a group of students learn, and the successes and problems that you are facing. This will help you make decisions on how to prioritise teaching time, where to target additional instruction, and how to adapt the curriculum in line with students’ learning strengths and needs.
Measuring progress enables schools and teachers to identify areas of strength and areas for improvement, and to prioritise actions. At an individual student level, it enables teachers to recognize students who are making good progress and those who might need extra support. It also provides a means for evaluating the impact of different approaches, strategies and teaching practices. It is very difficult to improve without measuring progress.
While simply measuring progress does not in and of itself lead to improvement or acceleration in students’ learning, when data are collected, analysed and utilized effectively, they can support improved teaching and learning. The effective measuring of progress can be limited in education by the validity of measures and measurement processes and the evaluative capacity of educators to effectively utilise data to inform decision making and improvement processes.
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