Profiling to Support Reporting
October 2014
Kirsty Harker
Education Support Officer
What's the connection between
profiling and reporting?
Preparation
(profiling)
Sharing
Sit in or
take away!
(reporting)
appropriate
full range of achievements
manageable
useful
promotes learner ownership
What might profiling like?
Engaging in learning conversations
Ongoing
informal
dialogue
Timetabled
reflection
P7/S3 profiles
Portfolios of work
Talking and
thinking books
Learning
diaries/notebooks
E-portfolios, blogs
Learner comments
in reports
Self/peer
assessment
Learning walls
daily/weekly/
monthly/termly
Reflecting on learning
5/30/2016
Impact on reporting
Learners’ improved ability and
confidence to articulate their
learning, skills, achievements…
 Sharing events
 Learner conferences
 Portfolios
 Learners’ comments
 Profiles
“The skills I developed were working together,
sharing ideas and communication. I can take on
most cooperative learning roles, but I don’t like
being the group scribe! My favourite role is the
materials manager as I like sourcing different
resources. I am confident in talking to other people
and like giving my ideas and opinions in group
work. I am good at listening to other people and
like to let them give their ideas too.”
“One particular time when I used my cooperative
skills was at Dalguise on the Primary 7 residential
trip. I helped and encouraged my team when they
felt they couldn’t do something, it has given me
confidence and I look forward to high school.”
Dunkeld primary school
Supporting and challenging
thinking
PKC Profiling Support
What profiling
activities do
our learners
engage in?
What
could we
do better?
What reporting
opportunities do
we provide?
How
effective
are they?
What
impact does
profiling
have?
Final thoughts
‘Reports to parents commonly involve
teachers in considerable amounts of time
providing narrative reports on pupil
progress….questions remain about the extent
to which reports are
sufficiently useful to justify the amount of
teacher time spent in their construction.
Further investigation is needed of parents’
perspectives on different forms of
communication about their children’s
learning...’