Education has reached a tipping point, and there is no going back. If your school, multi-academy trust (MAT) or local education authority (LEA) is not equipping itself for the delivery of personalised education, then they are fundamentally failing the students.
The very essence of education, its core objectives and the definition of what constitutes success are being fundamentally challenged by factors such as AI, robots and AR/VR.
Education will change dramatically in the next decade, across both developed and developing countries. However, one thing we can be certain of is that, while each country will adopt different routes to their vision “Education is being fundamentally challenged by factors such as AI, robots and AR/VR.”of success, ALL will incorporate technology in how they wish to optimise the potential of students, irrespective of ability, economic background, gender or circumstance.
For education to have this diverse set of ideas, goals and priorities, also means that establishing a generic and accepted set of rules around a common activity is going to be hard to do.
At EDDi, we have focussed on formative assessment, and everything that goes into the authoring, assessing, analysis and intervention required.
We see the ‘adoption deficit’ in many schools when we talk about assessment and how our solution compares to currently available solutions. In many cases, these current solutions have come about through smart innovation by teachers and schools, but require a lot of manual tweaking and tons of paper or many spreadsheets.
The adoption deficit is a simple phenomenon of schools recognising that a significant operational challenge exists but fail to act to resolve the issue. Modern leadership means embracing transformation and learning to adjust. Starting this journey will help work out the issues, one of them being who is brave enough to embrace and find digital solutions to problems.
It is becoming a growing requirement of MATs and senior leaders to create a culture of experimentation and co-creation, which sees schools trial, adopt and adapt, instead of choosing inertia and the fear of failure. Being criticised for managing the digital transformation of a school should never be feared, and school leaders should be commended for being bold and brave.
If your school or #MAT want to learn more about how to deliver #QLA #assessment without excel spreadsheets and have #realtime #data tied to #curriculum objectives then join us at: https://t.co/BTMApIndj6 #edtech #edchat #schools #education— AskEDDi (@EDDIknows) January 31, 2018
Working with progressive leaders across education, the EDDi Assessor platform was co-created to deliver question level analysis in real time. Some benefits include…
- Reduce the weeks of work needed in the preparation, capture and analysis of an assessment cycle to being available in a matter of hours.
- Provide teachers with immediate feedback and analysis, so they can take the necessary steps and apply smart intervention soon after evaluation.
- Provide senior leaders and subject leads with access to deeper insight to plot improvements to courses, helping them to work out the best way to improve knowledge areas and drive up attainment.
- Help students to take more ownership, supporting independent learning and parents are better engaged in the school and learning community.
Schools no longer have multiple capture points, complicated spreadsheets and a lengthy lag in the process. They become more proactive in spotting the issues and dealing with them earlier and while it’s still fresh in their student’s memories.
Working with an ethos of “everyone can improve”, students can peer-teach and review areas in quick time, whilst teachers can differentiate follow-up lessons to focus on specific knowledge areas and gaps. Leaders can support teachers through coaching and mentoring, working collaboratively to drive up student attainment and progress levels.
We all have an ‘adoption deficit” in our organisation. The question is, what will you do about it this year?
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