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Targets
may be set, broadly, in two main ways: firstly by analysing data and
producing a set of statistical targets to be met; and secondly by
establishing targets for individual pupils within the classroom, related to
current coursework. The main focus in this document is on the immediate
concerns of the classroom teacher.
Points Arising from Research
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“Individual curriculum targets for pupils are the starting point for all
effective target setting in schools” (Report from Suffolk LEA)
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For the
SOEID “raising attainment through target setting is viewed as a means for
continually improving education” |
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Teachers
often don’t make learning objectives (targets) clear to pupils
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The use
of targets should be linked to on-going evaluation procedures
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There
can be a problem in ensuring that pupils carry forward their targets from
one year to the next |
Key
Elements of Target Setting
Types of
targets:
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Targets
may be set on a range of educational issues such as academic attainment,
attendance, exclusions, inclusion |
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Targets
in the form of statistical standards may be set by government, education
authorities, schools, subject departments and individual teachers
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Targets
can be set by comparing the performance of similar schools
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Within
schools pupils may have individual targets for a range of educational
purposes |
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Curricular targets may be set on long-, medium- and short-term bases
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Individual pupil targets can link with IEPs
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Targets are often linked to the introduction of new strategies
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“Aspirational” targets provide a degree of challenge
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Programmes such as 5-14 can provide targets within their structures
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Cognitive Aptitude Tests provide evidence of general ability to help in the
formulation of targets for individual pupils |
“Smart”
Targets
Targets
should be:
Specific
Measurable
Achievable
Realistic
Time-related
Key
principles in setting targets
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They
should be clearly understood by pupils |
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They should be “owned” by those aiming for them
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Pupils should sometimes be involved in setting their own targets
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Each pupil should have appropriate targets
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Each individual should not be faced with too many targets
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Targets must be based on accurate information about prior achievement
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There must be clearly understood need for improvement
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Pupils should not simply be told what to do, but they must understand
why |
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Having established targets, the teacher should keep referring to them
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Target
setting should be a cyclical process, with monitoring and evaluation built
in |
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The
achievement of targets should have an influence beyond the immediate context
(eg in the case of numeracy and literacy) |
Curricular targets
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In
secondary schools, departments take account of externally produced targets
in preparing their curriculum |
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Within
the classroom, pupils can be given (or can negotiate) specific targets
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The need
for differentiated targets becomes extremely important in the classroom
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Targets
are often written into reports at the end of the session and these should be
carried forward into the next session with a different teacher
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Teachers
should evaluate the effectiveness/appropriateness of pupil targets and
consider opportunities for revising these and/or the teaching process
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Pupils
should also evaluate progress towards targets and reflect on this
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Classroom targets can relate to the pupil’s IEP
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The communication
of targets to parents gives them opportunities to support their children.
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Reflection and
Discussion
How do
you go about setting targets for pupils in your classroom?
To what
extent are you confident that your pupils clearly understand what they are
trying to achieve and why?
Are
there opportunities to enhance the on-going monitoring of targets?
There is
some concern that target setting leads to a narrowing of the curricular
focus to concentrate on specific targets. How can this be avoided?
Target
setting for individual pupils can be seen as burdensome and bureaucratic.
Can these dangers be avoided?
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Some Activities Relating To
the Issue of Target Setting |
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Key element |
Objective |
Action |
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Some examples and
suggestions |
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Types of Targets |
Targets in the form of statistical standards may be set by government, education
authorities, schools, subject departments and individual teachers |
Familiarise yourself with the authority and national targets for a group
of your pupils and match their achievement against these targets. How
does the class fare? This is quite easy to do in the case of 5-14 data.
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Smart Targets |
Targets should be time-related |
Allocate time on an occasional basis for pupils
to evaluate how they are progressing in relation to their targets. A
grid of criteria for different targets at different levels can be used,
with pupils plotting their progress. |
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Key Principles |
Targets should be clearly understood by pupils |
Ask pupils what they are trying to
achieve in a specific task and why they are doing it to check that they
are clear about these things. Have them write down the key things they
are trying to achieve in their own words. A section at the beginning of
a task could involve the pupils noting down their targets perhaps with
an element of choice for them. |
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Curricular Targets |
Targets are often written into reports at the end of the session and these
should be carried forward into the next session with a different teacher |
Copies of pupils’ reports could be stuck inside
their jotters for the first part of a new session. Individual pupils and
the teacher can then occasionally reflect on progress in relation to
this. |
Selected References
Websites
There is information on how LEA’s in England produce targets for schools at:
www.standards.dfes.gov.uk/local/lea/edp/target-setting.html
Internet searches provide various similar sites, where target setting is
considered in the context of other teaching and learning issues. |
