Ungraded Observations

© Deborah McVey Ltd 2015
Ungraded observations?
But how will you know if you’ve still got it?
Let’s make this clear before we start. This is not going to be a full exploration of
graded versus ungraded observations. Why? It’s just too much all at once. So
we shall deal with one of the big concerns about ungraded observations first.
The worry about ‘letting things slip’ and the quality of teaching, learning and
assessment (T, L & A) plummeting unnoticed. For educators, a worrying thought
indeed.
Making great things
happen in education!
“Thought provoking and a question that many colleges will be asking
themselves going forward.”
“An enlightening article!”
“Excellent analysis, highly recommended ready”
- Source, LinkedIn

Making great things happen in education!
How legitimate is this worry? We have to ask ourselves first, do we really know,
really really know, where T, L & A are at anyway? If we do, is the awarding of a
grade essential to that knowledge? Is it needed in order to do what’s really
important – improve T, L & A?
To help answer these questions, let’s get reflective and explore the extent to
which ungraded or graded observations allow you an accurate measure of the
state of T, L & A, before going on to consider the role in improving it.
Not having the numbers can be such a concern. We like a bit of numerical data in
learning and skills don’t we? (Especially when they start with a 9). We are used to
it, to producing it, to analysing it, and either pulling our hair out over it or giving
ourselves a pat on the back about it. Often there’s something comforting in
knowing the data. At least it tells us where we are, right?
But does it - really? Now I know you might find this a little odd coming from an
experienced inspector but I’m going to say it anyway. It’s only quantitative data!
Whilst that might mean something when we are considering how likely a learner
is to achieve, it really doesn’t tell us that much when it comes to measuring the
quality of T, L & A, and far less when it comes to improving it.
If you rely solely on the numbers that give you a quantitative measure showing
what percentage of T, L & A is outstanding, good, requiring improvement, or
inadequate, you aren’t really doing enough anyway. It’s kind of like foolishly
thinking that you can use your bodyweight in kilos as an accurate indicator of your
body composition and overall health. On its own it simply doesn’t tell you enough.
First the basics: Just in the same way that we need to know what our weight is
made up of (fat, muscle, etc.) along with where this is all situated, we need deeper
analysis to be clear enough about where the T,L&A is good / not so good. Let’s
test it out. Do you know:

 Where the best and worst T, L & A in your provider is?
 What the differences in quality are between departments, curriculums and
courses?
 What the differences are at different levels of learning?
 What the differences are in different types of provision e.g. 16-18 or WBL
provision?
 What the differences are in different types of lesson e.g. practical versus
theory?
 What the differences are at different sites?
 What the differences are on different days of the week, or weeks of the
year?
 Whether your induction sessions are wonderful but your end of year
assignment workshops suck?
If you can’t answer these questions, do you really know enough? If your analysis
of graded observations isn’t extending this far, then you’ve got work to do
anyway!
If you can answer these questions you’ve clearly had a more thorough analysis,
and the result is much more usable data. But this is still just quantitative data.
Whether you use graded or ungraded observations, you still need judgements
and description about T, L & A. You need to consider:
 What it is that is good / not so good about T,L&A in each area / course, and
to what extent
 How you use this information to improve T, L & A.
Let’s deal with the first of these now.
Can you answer questions like: (have a go at answering them now)
 What is it that makes T, L & A so good in your department / curriculum?

 What are the highlights of T, L & A in your area?
 What are the skills that are developed most on your programmes?
 To what extent are these skills developed?
 Which curriculum team struggles the most with learner behaviour (or
replace this with any other aspect)?
 Which groups of learners have developed the best independent learning
skills and which are struggling?
 Which teachers have significant barriers to using technology to enhance
their learning sessions?
 What are you currently working on improving in your teams?
 What has improved in the last 3 months?
 How do you know the answer to the last question?
How did you do? The trouble is, these questions are so often not answered well
and self-assessment often doesn’t go beyond the superficial when it comes to
reporting on the quality of T, L & A. Plus, writing a self-assessment report is often
not the most inspiring thing to do. Note: If you do get excited about writing them,
you might want to keep that quiet.
So, let’s consider this in a different way. Being able to describe the quality of T, L
& A in all its detail shouldn’t be just for the sake of writing it down. It’s something
we need to be able to converse about in order to tell our learners and
stakeholders what it’s like, and as a necessary starting point to the all-important
improving it.
If all you have is quantitative data, that comfort blanket of numbers, no matter
how in depth, you can’t describe the features of T, L & A. The message here is
simple. If you don’t know where the differences are and what lies underneath
those differences, you’re off to a poor start when it comes to trying to improve
things.

If you don’t know enough about these differences, with any move you make
towards ungraded observations, you are simply removing a comfort blanket (the
grade) that you were hiding behind, and coming out to play with your eyes wide
open.
So let’s imagine we remove this warm and comforting blanket of numbers. Go on,
let it go, and watch the ‘90% of lessons good or better’ and the ‘25% outstanding
sessions‘ statements disappear. Can you replace those numbers with dialogue?
Clear, detailed, rich, dialogue that paints a picture of what T, L & A looks like?
So that the measurement doesn’t slip and improvement continues, providers
need to consider how they will work with their teams to analyse the rich
qualitative data they collect. This data comes from observation judgements,
learning walks, learner voice, teacher evaluation and appraisals etc. With it you
can have some really worthwhile dialogue so you all know exactly where T,L&A is
at, what you don’t yet know, what you need to improve, how you will do it, and
how you will know if it’s worked.
So, if you are after a rough measure to pat yourself on the back with or groan in
agony, relying on those numbers might serve you well. But if you want to improve
T, L & A, you need to do exactly what is required to make ungraded observations
work anyway!
It isn’t just about whether we grade or not. If you’ve got the qualitative data
analysis and improvement strategies in place, the inclusion or removal of the
grade doesn’t, on its own, determine success or failure. The grade is not the
determining factor here. Removing the grade is just forcing us to consider T, L &
A in a more qualitative way if we weren’t already. It’s begging for us to paint a
detailed picture where all is revealed. Perhaps it’s more like a map, where
managers, teachers and learners alike can identify where they are now, where

they want to get to and how they will get there, with a clear marker to show them
when they’ve arrived - only to consider their next destination of course….
So, if you move to ungraded observations, will you know if you’ve still got it?
We’ve explored one question here. However, there is still much to investigate.
Next we might consider: If all other measures and processes are the same, what
difference does grading or not grading make and why might different providers
or departments find the impact varies?
A message from Deborah….
Sign up for updates by clicking here.
“There’s been a lot of debate about graded versus ungraded observations
with some strong opinion in both camps. I support colleges with both
graded and ungraded observations and wrote this article as a starting
point to get us all thinking about how much difference the grade does or
doesn’t make when it comes to knowing where we are at. There will be
more on this hot topic to come.”

Deborah McVey Ltd is able to offer in-house training programmes in the
following areas:
 Observation and Improvement of Teaching and Learning
 Supporting Managers to Improve
 Changing Attitudes and Behaviours
 Teaching, Learning and Assessment
 Technology and Learning
 Developing learners’ skills
We are happy to discuss your requirements with you to secure the best trainer
and programme.
Don’t forget to connect to receive further articles and news
Contact us!
Deborah McVey Nicola Bacon
Managing Director Business and Communications Manager
E: deborah@deborahmcveyltd.co.uk E: nicola@deborahmcveyltd.co.uk
T: 07718 332429 T: 0115 944 3602

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