Blended Learning and Attendance in Schools
Over the recent summer period we saw a number of algorithmically based moderations by the UK Government which lead to learners being graded based on a calculated aptitude for their subject rather than on teachers appraisals. Whilst teachers are often those that know their students best it can be useful to include some measurements of performance based on figures such as those from attendance. Following a summer of pitfalls and disputed gradings the UK governments has decided not to use algorithms to assess learner performance.
One of the foremost issues being encountered in the new term with the introduction of blended or distance learning (that is incorporating both face to face and distance learning components) which has become acutely clear to me is the importance of attendance and its link to attainment. I am a firm believer in the power and flexibility of home working and learning but it can be seen that there are flaws with this new system including a lack of preparedness for the new method of learning. At the start of the new term it is clear to me and many colleagues which of the new crop of learners engage regularly with the content we are providing for them and which ones have changed their habits or developed a more diverse way of working. Speck (2020) observes that many learners who were provided a clear structure and guidance over lockdown were more engaged and focused on their studies when re-entering traditional teaching. There is a great diversity across learners from different socioeconomic backgrounds which have not engaged with recommended learning but otherwise have positive home environments which were not adversely affected. However many who have had or have negative home environments are often those facing the greatest challenge when returning to the school. With many learners engaged in some form of blended learning assessing their engagement with lessons is essential to assess their performance. Doing this when the learners are at a distance is a challenge for teachers, Speck (2020) based on 3000 teachers’ opinions of the attainment gap following Covid lockdown disruption argues that this problem would increase if the learners are engaged in sessions but not actively learning.
What is the problem with attendance and attainment in schools and colleges?. When a learner is physically in a classroom, the teacher can record them both being present and regularly assess their engagement with direct questioning. One area that can be enhanced in distance learning is regularly asking the learner questions and checking for responses. This allows for both assessing engagement and attainment of their progress. This is essential when constructing a blended lesson where some learners are physically present and others are not. The learner needs to be engaged - not simply listening. Concerns around safeguarding and GDPR must be reconciled with the use of video recording as it is imperative that teachers have some way of monitoring engagement and progress. This is also of increased concern for OFSTED as if learners are not being taught the appropriate level of content for all modules this will disadvantage a generation (Gibbons, 2020). This also ties in with worrying reports from teachers and parents that are facing anxiety with students being back in the classroom. This has resulted in more parents wanting to keep their children at home but not due to rising problems with a school's Covid status but because of articles that outline problems with secure status. Schools are working hard to manage the learners on a rota system to limit the impact to a students mental and physical health but by problem articles causing greater concern attendance of physical lessons can and have decline in some cases (Roberts, 2020). We need a solution to keep learners actively engaged and learning both when in the classroom and away from it. Otherwise we will face an environment which disadvantages our learners as they face challenges of both dealing with the effects of Covid as well as engaging with assessments which they may not understand. Just what the impact is will not be known until research has been conducted around the long term effects on cohorts of learners progressing through college and university. The full picture of the impact may not be noticed until several years in the future but it is essential that we proactively address concerns as we become aware of them and do not become complacent. Ensuring learners are engaged in virtual and physical sessions is crucial as we navigate the “new normal” as well as looking towards future models. 2020 has been a year when we were not prepared for the effects of Covid on learning and assessments but awarding bodies will be looking to avoid making that mistake again in the future.
Next time I will be focusing on: Assessments for the Future.
https://www.tes.com/news/watch-teachers-worst-covid-gap-fears-confirmed
https://www.tes.com/news/ofsted-coronavirus-schools-remote-learning-lessons-not-aligned-curriculum
https://www.tes.com/news/coronavirus-schools-ofsted-13-schools-see-covid-led-home-education-rise
