Excel-Based Mark Book System for English Learning Area Tracking
Budget: $250 – $750 AUD
Project Title: Customizable Excel-Based Mark Book System for English Learning Area Tracking
This reads like a lot, but I am only trying to be clear.
It's just a mark book.
Project Overview
I need a skilled Excel developer to create a solution that helps schools track student progress against specific English Achievement Standards across year levels of the Australian Curriculum. The goal is to pinpoint areas needing improvement, empowering schools to target resources effectively.
Is it Speaking and Listening, Reading and Viewing, or Writing and Creating?
If so what particular Aspect (sentence?
Key Requirements
Foundation: Excel workbooks to accommodate multiple teachers and classes.
Structure:
Year Levels (tabbed sheets) with each year's Achievement Standards split into individual, gradable aspects.
Separate areas for classes, students, and tasks.
Task creation linked to specific Achievement Standard aspects.
Student grading interface with data linked to tasks and aspects.
Flexibility: Standardized workbook naming ("PrepA", "Year1B", etc.) to allow for scaling.
Master File: A central file pulls data from teacher workbooks, providing schoolwide reporting.
Automatic Updates: Master File refreshes data when teacher workbooks are saved (VBA preferred).
Reports: Basic summaries within teacher workbooks, and comprehensive reports in the Master File.
Desired Skills:
Proficiency in Excel: Deep understanding of formulas, data linking, and sheet structuring.
VBA Expertise: Experience with workbook events and automating updates.
UI Focus: Emphasis on clear navigation and user-friendly data entry within Excel.
Deliverables:
Workbook Templates:
Standardized teacher workbook template
Master File template
Documentation:
Complete user guide for teachers
Technical notes for file setup and maintenance
Additional Considerations
Future-Proofing: Please ensure for transitioning to a database-driven application for larger-scale situations.
Project Scope: This first phase focuses on creating the core functionality and establishing a solid foundation. There's potential for expanding features and reports in later phases.
Purpose:
Problem Statement: Schools need a focused method to pinpoint areas in English instruction (specifically Reading and Viewing, Listening and Speaking, Writing and Creating) requiring improvement.
Solution: A mark book tool enabling teachers to track student progress against specific aspects of English Achievement Standards within and across year levels. This will help schools optimize their efforts and resources.
All the Achievement Standards can be seen here:
https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/english/foundation-year_year-1_year-2_year-3_year-4_year-5_year-6_year-7_year-8_year-9_year-10?view=quick&detailed-content-descriptions=0&hide-ccp=0&hide-gc=0&side-by-side=1&strands-start-index=0&subjects-start-index=0
It is literally the three paragraphs. The first is Reading and Viewing, the second Listening and Speaking, and the last Writing and Creating
Eg:
By the end of Foundation, students listen to texts, interact with others and create short spoken texts, including retelling stories. They share thoughts and preferences, retell events and report information or key ideas to an audience. They use language features including words and phrases from learning and texts. They listen for and identify rhymes, letter patterns and sounds (phonemes) in words. They orally blend and segment phonemes in single-syllable words.
They read, view and comprehend texts, making connections between characters, settings and events, and to personal experiences. They identify the language features of texts including connections between print and images. They name the letters of the English alphabet and know and use the most common sounds (phonemes) represented by these letters (graphs). They read words including consonant–vowel–consonant words and some high-frequency words.
They create short written texts, including retelling stories using words and images where appropriate. They retell, report information and state their thoughts, feelings and key ideas. They use words and phrases from learning and texts. They form letters, spell most consonant–vowel–consonant words and experiment with capital letters and full stops.
The grades are A-E (and N not rated).
I would like for each class, and each year level and then for all school (or selected year levels) graphs that show what areas need improvement.
Here shows how all the Aspects roll into the next year and align.
https://www.qcaa.qld.edu.au/downloads/aciqv9/english/curriculum/ac9_english_prep-yr10_as_sequence_aspects.pdf
So there could be a GPA for the student, and a GPA for that Aspect of the achievement standard.
System Overview
User: Teachers
Data: English Achievement Standards broken into individual aspects (sentences) for each year level (Foundation-Year 10)
Key Capabilities:
Select a year level
Create assessment tasks linked to specific Achievement Standard aspects
Assign tasks to classes
Grade students on each aspect within a task
Generate reports to reveal trends in students' strengths and weaknesses
How it Works (Teacher's Perspective)
Select Year Level: Choose the appropriate year level (Foundation - Year 10).
Create Task:
Name the task (e.g., "Short Story Analysis")
Assign it to a school term (1-4)
Select the specific aspects of the Achievement Standards that this task will assess.
Assign to Class: Choose the class for which this task is intended.
Grading: For each student:
Assess them on each relevant aspect.
Assign grades (e.g., A, B, C)
Example: Task 1.1 - Short Story Analysis (Year 3)
Assessed Achievement Standard Aspects:
Listening and Speaking: They relate ideas; express opinion, preferences and appreciation of texts; and include relevant details.
Reading and Viewing: They identify literal meaning and explain inferred meaning.
Writing and Creating: They use text structures including paragraphs, and language features including compound sentences, topic-specific vocabulary and literary devices, and/or visual features.
Additional Considerations
User-Friendly Interface: Design should be intuitive for teachers.
Reports: Ability for teachers and school leadership to generate reports highlighting areas of concern and trends both across a class and over time.
Database: Secure storage for student data and assessments.
This reads like a lot, but I am only trying to be clear.
It's just a mark book.
Project Overview
I need a skilled Excel developer to create a solution that helps schools track student progress against specific English Achievement Standards across year levels of the Australian Curriculum. The goal is to pinpoint areas needing improvement, empowering schools to target resources effectively.
Is it Speaking and Listening, Reading and Viewing, or Writing and Creating?
If so what particular Aspect (sentence?
Key Requirements
Foundation: Excel workbooks to accommodate multiple teachers and classes.
Structure:
Year Levels (tabbed sheets) with each year's Achievement Standards split into individual, gradable aspects.
Separate areas for classes, students, and tasks.
Task creation linked to specific Achievement Standard aspects.
Student grading interface with data linked to tasks and aspects.
Flexibility: Standardized workbook naming ("PrepA", "Year1B", etc.) to allow for scaling.
Master File: A central file pulls data from teacher workbooks, providing schoolwide reporting.
Automatic Updates: Master File refreshes data when teacher workbooks are saved (VBA preferred).
Reports: Basic summaries within teacher workbooks, and comprehensive reports in the Master File.
Desired Skills:
Proficiency in Excel: Deep understanding of formulas, data linking, and sheet structuring.
VBA Expertise: Experience with workbook events and automating updates.
UI Focus: Emphasis on clear navigation and user-friendly data entry within Excel.
Deliverables:
Workbook Templates:
Standardized teacher workbook template
Master File template
Documentation:
Complete user guide for teachers
Technical notes for file setup and maintenance
Additional Considerations
Future-Proofing: Please ensure for transitioning to a database-driven application for larger-scale situations.
Project Scope: This first phase focuses on creating the core functionality and establishing a solid foundation. There's potential for expanding features and reports in later phases.
Purpose:
Problem Statement: Schools need a focused method to pinpoint areas in English instruction (specifically Reading and Viewing, Listening and Speaking, Writing and Creating) requiring improvement.
Solution: A mark book tool enabling teachers to track student progress against specific aspects of English Achievement Standards within and across year levels. This will help schools optimize their efforts and resources.
All the Achievement Standards can be seen here:
https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/english/foundation-year_year-1_year-2_year-3_year-4_year-5_year-6_year-7_year-8_year-9_year-10?view=quick&detailed-content-descriptions=0&hide-ccp=0&hide-gc=0&side-by-side=1&strands-start-index=0&subjects-start-index=0
It is literally the three paragraphs. The first is Reading and Viewing, the second Listening and Speaking, and the last Writing and Creating
Eg:
By the end of Foundation, students listen to texts, interact with others and create short spoken texts, including retelling stories. They share thoughts and preferences, retell events and report information or key ideas to an audience. They use language features including words and phrases from learning and texts. They listen for and identify rhymes, letter patterns and sounds (phonemes) in words. They orally blend and segment phonemes in single-syllable words.
They read, view and comprehend texts, making connections between characters, settings and events, and to personal experiences. They identify the language features of texts including connections between print and images. They name the letters of the English alphabet and know and use the most common sounds (phonemes) represented by these letters (graphs). They read words including consonant–vowel–consonant words and some high-frequency words.
They create short written texts, including retelling stories using words and images where appropriate. They retell, report information and state their thoughts, feelings and key ideas. They use words and phrases from learning and texts. They form letters, spell most consonant–vowel–consonant words and experiment with capital letters and full stops.
The grades are A-E (and N not rated).
I would like for each class, and each year level and then for all school (or selected year levels) graphs that show what areas need improvement.
Here shows how all the Aspects roll into the next year and align.
https://www.qcaa.qld.edu.au/downloads/aciqv9/english/curriculum/ac9_english_prep-yr10_as_sequence_aspects.pdf
So there could be a GPA for the student, and a GPA for that Aspect of the achievement standard.
System Overview
User: Teachers
Data: English Achievement Standards broken into individual aspects (sentences) for each year level (Foundation-Year 10)
Key Capabilities:
Select a year level
Create assessment tasks linked to specific Achievement Standard aspects
Assign tasks to classes
Grade students on each aspect within a task
Generate reports to reveal trends in students' strengths and weaknesses
How it Works (Teacher's Perspective)
Select Year Level: Choose the appropriate year level (Foundation - Year 10).
Create Task:
Name the task (e.g., "Short Story Analysis")
Assign it to a school term (1-4)
Select the specific aspects of the Achievement Standards that this task will assess.
Assign to Class: Choose the class for which this task is intended.
Grading: For each student:
Assess them on each relevant aspect.
Assign grades (e.g., A, B, C)
Example: Task 1.1 - Short Story Analysis (Year 3)
Assessed Achievement Standard Aspects:
Listening and Speaking: They relate ideas; express opinion, preferences and appreciation of texts; and include relevant details.
Reading and Viewing: They identify literal meaning and explain inferred meaning.
Writing and Creating: They use text structures including paragraphs, and language features including compound sentences, topic-specific vocabulary and literary devices, and/or visual features.
Additional Considerations
User-Friendly Interface: Design should be intuitive for teachers.
Reports: Ability for teachers and school leadership to generate reports highlighting areas of concern and trends both across a class and over time.
Database: Secure storage for student data and assessments.