This document discusses a school's implementation of the Doddle assessment system to improve tracking of student progress. It describes the school's current assessment practices and challenges with consistency. A pilot was conducted with English and maths departments to test Doddle's online tests and competency mapping. Based on conclusions from the pilot, the full rollout will begin with year 7 in fall 2015 and involve determining test formats, timing, and data sharing for different subjects. Communication with parents and students about student progress and areas needing improvement will also be part of the new system.

1. Teaching, homework and assessment
www.doddlelearn.co.uk

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Implementation model 1:
School background
- 11-18 comprehensive
- 1600 on roll
- Reasonable ICT provision.
- Ofsted 3:
 pupil premium gap
 3 levels progress.

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Current progress tracking at KS3:
• Assessment and levelling: departments have their own
systems.
• Consistency and quality assurance: internally within
departments.
• Intervention systems: Data into SIMS 5 times/year.
Intervention department-based. English/maths/science
intervention coordinated by Year Leaders.
• Responsibilities: KS3 has SLT RSL. Year Leaders
responsible for progress of their year group, reporting to
RSL.

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Why are they making this change?
• Clarity: System of levels and sub-levels
confusing and unhelpful for parents and
students.
• Consistency: Pulling together different,
sometimes esoteric departmental systems.
• Targeted intervention: Interventions lacking
impact, insufficiently targeted.

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Why Doddle?
• Consistency: Interactive tests, consistent
format.
• Managing workload: Less marking, efficient
interface.
• Progress clear: Easy to see if progress is being
made.

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Implementation model
English and Maths pilot: to Feb half term.
• Y 7 groups.
• Mapped competencies to scheme of work.
• Reduced number of competencies.
• Different models: some did interactive tests in
school, some at home, some a mix.

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Implementation model
Conclusions:
English:
• Remove less important competencies to make
more manageable number.
• Not realistic to do all tests in school given limit on
IT facilities.
• Identify key interactive tests for controlled
conditions in school. Others complete either for
homework or through paper tests.

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Implementation model
Conclusions:
Maths:
• Remove less important competencies.
• All interactive tests to be carried out online.
• Identify key interactive tests for controlled
conditions in school.
• Others completed for homework

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Implementation model
Other subjects pilot:
Key questions:
- Online at school/online at home/paper?
- Timing of tests.
- How to share data with students/parents?
- How to integrate Doddle therapy into process?

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Implementation model
Ongoing:
Discussion between HoDs and SLT line
managers.
May training day:
• Feedback on department conclusions.
• Discussion and further planning.
• Feed into final departmental plans.

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Implementation model
Reporting:
• Average steps will be reported to parents and
students.
• These will be accompanied by progress charts and
key competencies requiring therapy.

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Implementation model
Communication:
- Roll out starts with Y7 in September 2015.
- System announced at Y6 information
evening, summer 2015.
- Guidance booklet published.
- Parents’ information evening following first
review in late September.