Intervju2

Skavøypoll School: a school where pupils get involved

Skavøypoll School is a school where pupils get involved and own their own learning analytics.

Interaction with and use of data is common at all levels at Skavøypoll School.

Data is actively applied, in the school’s professional learning community, in the pupils’ council, and in each individual class.

Pupils at this school also present their own learning achievements and progression to their parents during parent-teacher meetings.
Pupils identify their own learning spokes, which show their progress, and share their learning process. This promotes self-assessment, pupil democracy and social citizenship.

“At Skavøypoll, they use carefully selected data, explore and ask questions. I emphasize what is good, and we work together by asking ourselves why we got such good results,” Viviann Midtbø says. She is the principal at Skavøypoll School in the Municipality of Kinn.

Getting to the bottom of challenges

At this school, they have focused on the indicators “academic challenge”, pupil well-being and motivation from the Pupil Survey. They felt they did not score high enough on the question of whether pupils find they are sufficiently challenged academically.

They wanted to get to the bottom of why so many pupils responded that they felt they were not sufficiently challenged. The teachers talked to their classes, and the issue was also brought up in development interviews. They learned that many pupils did not want more challenges, because they felt it was just “more of the same”.

This is an illustrated example of what a school result may look like.

This sparked some good reflection and processes within the school concerning which type of assignments to give to pupils who finished quickly. Avoid too much repetition and more of the same for pupils who finish quickly. What will it take for pupils to welcome an academic challenge? How do assessment practices factor in to this? What is the relationship between academic challenges and achievement, well-being and motivation?

Measures promoting development

The school shows good progress in the share of pupils who report being happy and motivated at Skavøypoll School. We got serious about pupil involvement, among other things by offering more variation in lessons:

  • Outdoor lessons and recreation
  • Summary at the end of every day, where we emphasize the positive
  • Strong academic feedback
  • Digital tools: Chromebooks for all pupils, Minecraft and programming in lessons
  • Activity weeks, friendship weeks, commendation box, movie-making and posters with tips

Skavøypoll School has been able to foster a data-informed learning culture. By combining data and research with a genuine curiosity about the pupils and about what constitutes a good learning environment, they have been able to build good insights.

The Conexus platform makes it easy to see progress, and we can’t wait to hear more stories like this, highlighting the value of broad learning analytics in the professional community.