The entitlement of every child to a good school makes it imperative that all stakeholders know “what good schools look like”. For schools this implies that they be open to strategies for development opportunities that enable them to adapt and improve. However, schools have resisted change, remaining embedded in a practice that continues to treat knowledge as a constant. Consequently, assessments of school effectiveness often highlight shocking deficiencies in student performance with few schools empowered to get better. And so far large-scale reform by both government and non-government agencies and interventions has yet to make an appreciable impact. Adhyayan – a social enterprise - set up by Kavita Anand, has responded to this challenge by developing a generic global standard, based on international inspection regimes. Schools review their own performance against six key performance areas (KPAs). The design of the intervention has enabled schools to know themselves and accelerate their improvement.

1. What do good schools look like?
Self-assessment tools for schools
“…a rigorous study, by which readers internalise
the meaning of a text and so, effect a
transformation in themselves…”
Adhyayan is an education movement of Indian and international educators,
dedicated to improving the quality of leadership and learning in schools

2. Since 2000
Deep respect for
honest, negotiated
formative assessment
An investigation in school based learning
Before 2000
A complete distaste
for assessments as I
knew them

3. PRATHAM: ASER Reports (Annual since 2005)
CORD: PROBE REVISITED 1996 - 2006
2014 NCERTs National Achievement Survey - Cycle 3
Way forward, page 36, Achievement Highlights
“Large-scale assessments by themselves cannot result in quality improvement,
unless the system is ready to reflect on the findings and use them for
improving the quality of teaching and learning processes.”
“Ultimately, it would be most useful if teachers themselves can regularly
assess their own students and identify which children require additional
support on specific topics. Such simple efforts by teachers would have a huge
impact in enhancing children’s learning”.
Education: State of Health Reports

4. 2000 - 2013
Shishuvan
Mumbai

5. In 2000 the Shishuvan assessment story began
Blooms Taxonomy
Multiple intelligences
Portfolios Assessment for learning
Assessment as learning
Assessment of learning
Assessment of Integrated learning
Self assessment
Independent learning
Activity based learning
oral and aural assessments
skill based assessments
Peer assessment
Tracking progress from a baseline
Data led teaching
formative assessment
summative assessment
Memorisation
Evaluation
Synthesis
Analysis
Projects as assessment
Assessment of collaborative learning
Assessment in early years learning
MCQs
Continuous and
Comprehensive Evaluation

6. Research on assessment
http://www.education.vic.gov.
au/school/teachers/support/pages/advice.
aspx
The Department of Education and
Training, Victoria State Government,
Melbourne, Australia
Anderson and Krathwohl, 2001

7. SELF ASSESSMENT

8. Class English Maths Science
Social
Studies
Students
3 124.52% 120.57% - - 107
4 121.96% 117.92% - - 108
5 122.28% 121.13% - - 106
6 128.46% 128.42% - - 79
7 111.15% 111.63% 97.31% - 80
8 107.38% 102.52% - - 73
9 109.22% 108.39% - 93.99% 72
10 121.39% 116.23% - 106.35% 67
Summative Assessments analysed by the class and the school
SUBJECT : HISTORY Class 10

9. Criteria 10 points 5 points 3 points
Your complex machine should have at least 3
simple machines.
(pulley, wheel and axle, wedge, inclined plane,
screw, lever)
Has 3 simple machines Has 2 simple machines Has 1 simple machine
Label the simple machines used in the design.
Also label other important working parts of
the machine.
Has labeled all simple
machines used and other
important working parts.
Has labeled some simple machines
used and some important working
parts.
Has labeled few working parts.
Written explanation of the complex machine (
6-7 sentences)
The explanation is detailed
and sufficient.
The explanation is insufficient The explanation is sketchy and
incomplete.
Neatness and presentation The poster looks attractive
with colours. There is
minimum cancellation.
Handwriting is legible.
The poster is satisfactory with not
much use of colours. There are few
cancellations. Handwriting is partly
legible.
The poster is shabby.
Handwriting is not legible and
there are many cancellations.
Creating project work rubrics

10. Assessing effectiveness of group work
GROUP WORK FORMAT© NAME: SUBJECT: DATE:
________ was the
Facilitator
Everyone was given time to
speak and share ideas.
☺• ☹
New ideas were
accepted.
☺• ☹
The group was kept on task.
☺• ☹
There was equal
distribution of work.
☺• ☹
________was the
Material Coordinator
All the required material was
brought neatly.
☺• ☹
The material was
distributed and used
with care.
☺• ☹
The material was returned
properly.
☺• ☹
The area of work was left
clean.
☺• ☹
__________was the
Recorder
Everyone’s ideas were
recorded without changing their
words.
☺• ☹
The writing was legible
and clean.
☺• ☹
The feedback received by
the group was recorded.
☺• ☹
The minutes were filed
with the teacher
☺• ☹
_______was the
Time Manager
A timetable was made, and the
time required for each task was
planned.
☺• ☹
Periodic reminders were
carefully given.
☺• ☹
The time actually taken for
each task was noted.
☺• ☹
Time was not wasted in
distractions, arguments
and fights.
☺• ☹
______was the
Sound Manager
Acceptable sound levels were
discussed at the beginning and
signals decided.
☺• ☹
The sound levels were
kept low through careful
reminders.
☺• ☹
Thoughtful, cooperative
students were
complimented.
☺• ☹
Conflicts were mediated
within the group.
☺• ☹

11. I CAN… Grade
Write a short note on how Shishuvan has a forums for learning for everyone.
List at least 5 of the curriculum domains
Recollect three of the strategies to ensure that students succeed
Compare the similarities between the student’s council and the parent sabha
Supremely confident – A Can do with some help – B Not sure I can – C
Parent Induction Assessment

12. Spokey: “What are your parameters for judging how good your
school is?”
Me: “Everyone’s happy. Students love school. We are doing
everything we said we would do”
Spokey: “How well are you doing everything? Does everyone
agree on how well you are doing?”
Me (struggling): “We are improving every year”
Spokey: “Show me the evidence”
Education World
5th Co-ed school
19th All india rank
Hindustan Times
Best in the ward
Times of India
In the top 10 in Mumbai

13. What does good look like? and
how do we measure it?

14. The School Review against the Adhyayan Quality Standard
• Based on an agreement on what good looks like globally
• Holistic picture with 6 KPAs
• Using practitioner expertise and research to distill generic practice and
for validation
• Triangulated evidence: methods, observers, tools
• Formative and summative assessment
• Inclusive evaluation: done with
• Bespoke (7th KPA)
• Assessment as (peer) learning
• Assessment for learning - leading to further enquiry re challenges
• Focuses improvement effort and feedback on change over 2 years
• Makes visible the school’s strengths
• Rubric as scaffolding enables schools to work with resistance to change

15. 6 Key Performance Areas for Review
“The classroom presents a welcoming and stimulating
environment. The students can ‘see’ themselves in the
work displayed usefully and purposefully on the walls.
High quality work is used as a model to inspire fellow
students”
“Positive relationships exist throughout the classroom,
and there is clear respect for the teacher and what
s/he is trying to achieve. Girls and boys are equally
interested in what they study, and are proud to be
making progress during lessons”
“Teachers pay careful attention to how students
present their work. They mark it regularly to help
students improve. The students work well individually,
in groups and as whole classes”
Example of ‘what good looks like’
Continuous review (internal - every 6 months, external - every 2 years) embeds a conscious trajectory for
improvement that can be tracked and celebrated

16. The Structure of the Diagnostic
3 judgements
3 judgements
3 judgements
162 carefully crafted statements provide judgements on the 6 KPAs
Each statement is judged to be occurring
Rarely/Sometimes/Mostly/Always
The Adhyayan School Review Diagnostic
A school-specific tool designed by educators for educators

18. Coming to judgement
Evidence of impact
Collected through Learning Walk, Book Look, Class Observation and Interviews
Triangulation for robust evidence
Evidence collected by the school team of students, teachers, administrators, parents,
non-teaching staff, alumni, community
Evidence collected by the external team validates the school team’s evidence
By the second review there is very high agreement between the school review team
and the external validation team
A journey from supposition to evidence based judgement

19. The School Review Process

20. Orientation Day
School’s Self- Review & Evaluation Team (SSRE)
Senior
Leaders
Non-
Teaching
Staff
Managem
ent
Represent
ative
PTA
Represent
ative
Student
Represent
ative
A typical SSRE team is 8-12 in number.
It is led by the Principal and includes the
school’s key stakeholders …
… and by the end of day 1, the
SSRE team will be well prepared
to conduct the self-review

21. Internal and External Review by SSRE1
and SERE2
teams
Days 2 & 3 – SSRE1
review conducted by
school’s internal team
Day 4 – SERE2
review conducted by
external team (Adhyayan team)
1 SSRE - School Self Review and Evaluation 2 SERE - School External Review and Evaluation;

22. Report Card format for schools
ACTUAL CLIENT EXAMPLE
6 similar reports are
generated for each of the 6
KPAs
Final report of the school
incorporating both SSRE and
SERE
KPA. No. Key Performance Area (KPA)
Self-Review Rating
(SSRE)
External Review
Rating(SERE)
1. Leadership & Management Good Variable
2. Teaching & Learning Good Variable
3. The Child Good Variable
4. The Curriculum Variable Needs Attention
5. Community & Partnerships Good Variable
6. Infrastructure & Resources Good Needs Attention

23. Quality Dialogue & Action Planning Day
The SERE judgement decides the
final award
The Quality dialogue involves comparison of SERE
and SSRE scores and is evidence-based
It is the beginning of the school’s
improvement journey. It is the
moment the SSRE Team create
evidence based targets and begin to
turn them into realistic action plans
EVIDENCE
ACTION
PLAN

24. Adhyayan’s Research with Prof. Susan Hilman
Saginaw Valley State University, Michigan
1. What is the quality of education as measured by the Adhyayan Quality Standard of schools that agree
to take on this process?
2. How effective is the process of the Adhyayan Quality Standard for improving school quality?
3. Do schools improve the quality of education as measured by the Adhyayan Quality Standard from the
initial award to subsequent award periods?
4. What actions are planned by schools for the improvement of the quality of education, based on the
School Self-Review and Evaluation reports?
5. What actions are implemented by schools, based on the School Self-Review and Evaluation reports
and Action Plans?
6. What is the impact of actions implemented on the quality of education as measured by subsequent
checks on the quality of education based on the six Key Performance Areas?
7. How do schools understand what quality education looks like based on international standards as
identified in the AQS diagnostic tool?
8. Are there any patterns to how schools rate themselves on the six Key Performance Areas on the SSRE
report compared to rating scores awarded from the SERE reports during schools’ first experience with
the AQS process?
9. Do gaps between report scores on the six Key Performance Areas from the School Self-Review and
Evaluation (SSRE) Reports and the School External Review and Evaluation (SERE) reports narrow
and/or disappear from the initial award to subsequent award periods?

25. Data analytics

26. Anonymised data of 9 schools Judgement distance

27. KPA 2- Teaching and Learning
Key Questions:
1.What is the classroom environment like?
2.How good are the relationships in the
classroom and school?
3.How good is the quality of children’s learning?
KPA 4- The Curriculum
Key Questions:
1.How well is literacy and numeracy taught and
learned?
2.How wide is the range of subjects taught?
3.How rich is the learning of students beyond the
classroom?
Network Analysis of Key Performance Areas- Data Driven Change

28. Distribution of schools on location, exam board, management and
school fee

29. Impact

30. The journey of a network from Review 1 to
Review 2
Stage 1
Stage 2
Stage 3
Stage 5
Stage 4
Way forward
Improvement
areas identified
across the
network in
TEACHING AND
LEARNING
Professional
Development of
champion teachers
to create a cadre of
facilitators
providing
continuous in-
service training for
teachers
Developing
leadership strategies
to support and
sustain change
School Self Review
and Validation
2014
Second round of
reviews slated for
2016
2016

31. School Review (AQS)
2012
Identifying key focus
areas and goal setting
Mid year school
self- review 2013 Gave themselves self-review scores that
were lower than the external review scores
of round 1
Revised goals and
action plan based on
school self-review
Contd…
Group work at Dominic Savio High School, Andher i
ASIST (Training) in
Display for Learning
and Differentiated
Learning
CASE STUDY of one School’s improvement journey

32. Revised goals and action plan based on school self-review
School leadership, including middle level
leadership and student leadership
Classroom Infrastructure and
Teaching and Learning
Distributed
Leadership
Encouraging
school leaders to
become school
assessors (TAP)
Infrastructural
changes
Monitoring
and support
by school
leaders
Capacity
Building
through
workshops
Increased Stakeholders
engagement
Systems and Processes
were detailed
Student
Leadership
training
Improvement in Leadership and Management of Teaching and Learning

33. Diagnostics in Development
Pre Primary Diagnostic
Residential Schools Diagnostic
Child Protection Diagnostic
Safe Schools Diagnostic
Inclusion Diagnostic
Teacher Performance Diagnostic

34. Region
AQS
Schoo
ls
Andhra Pradesh 6
Delhi 4
Rajasthan 2
Gujarat 7
Karnataka 6
Madhya Pradesh
PrPradesh 1
Maharashtra 40
Uttar Pradesh 21
West Bengal 5
Assam & Meghalaya 27
Tamil Nadu 7
Goa 8
Total 134
The Reach…

35. School leaders must lead on and be accountable for:
• the robustness of their school’s self-review
• the actions necessary to make their school a good school for all the
students (especially student voice)
• identifying their staffing requirements and recruiting their staff
• the CPD of staff based on a needs analysis and ensuring the
development is demonstrated in class
• partnerships with the parent community and beyond
• the curriculum beyond the subject based syllabus
• child protection, health and safety, and inclusion in their schools
Governance structures that enable this to take place is what good
governance looks like

36. Contact information
A-17, 1st Floor, Royal Industrial Estate,
Sewree Wadala Cross Road, Wadala West, Mumbai - 400 031
Off - 91 - 22 2417 4463 / 6526 1700
Mob - 91 - 97731 87331
Email: info@adhyayan.asia / poonam.choksi@adhayayan.asia
website: www.adhyayan.asia
twitter handle: AdhyayanEd
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linkedin: adhyayan quality education
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