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Help with SmartEvidence code


Anna Greenhill's profile picture
Posts: 27

30 June 2018, 2:25 AM

Hi, 

I would like to create a SmartEvidence framework on a fairly simple level but for some reason I am not sure why it is not working. Would you mind taking a look and seeing if you can spot something obvious in the code? I wanted to just have 8 sections for the criteria and I don't need to use any extra elements but I am wondering whether this is why is doesn't work. 

Here is my code : 

{"framework":
    {"institution":"all",
     "name":"Teaching Standards - simple2",
     "description":"Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. ",
     "selfassess":true,
     "evidencestatuses":
      [
        {"begun":"Ready for assessment"},
        {"incomplete":"Doesn't meet the standard"},
        {"partialcomplete":"Partially meets the standard"},
        {"completed":"Meets the standard"}
      ],
     "standards":
     [
       {
         "shortname":"Standard 1",
         "name":"1 - Set high expectations which inspire, motivate and challenge pupils",
         "description":"- establish a safe and stimulating environment for pupils, rooted in mutual respect<BR><BR>- set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions<BR><BR>- demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. ",
         "standardid":1
          },
       {
        "shortname":"Standard 2",
        "name":"2 - Promote good progress and outcomes by pupils",
        "description":"- be accountable for pupils’ attainment, progress and outcomes<BR><BR>- be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these<BR><BR>- guide pupils to reflect on the progress they have made and their emerging needs<BR><BR>- demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching<BR><BR>- encourage pupils to take a responsible and conscientious attitude to their own work and study",
        "standardid":2
               },
       {
        "shortname":"Standard 3",
        "name":"3 - Demonstrate good subject and curriculum knowledge ",
        "description":"- have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings<BR><BR>- demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship<BR><BR>- demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject<BR><BR>-  if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics<BR><BR>- if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. ",
       "standardid":3
               },
       {
        "shortname":"Standard 4",
        "name":"4 - Plan and teach well structured lessons ",
        "description":"- impart knowledge and develop understanding through effective use of lesson time<BR><BR>- promote a love of learning and children’s intellectual curiosity<BR><BR>- set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired<BR><BR>- reflect systematically on the effectiveness of lessons and approaches to teaching<BR><BR>- contribute to the design and provision of an engaging curriculum within the relevant subject area(s). ",
       "standardid":4
               },
       {
        "shortname":"Standard 5",
        "name":"5 - Adapt teaching to respond to the strengths and needs of all pupils ",
        "description":"- know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively<BR><BR>- have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these<BR><BR>- demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development<BR><BR>- have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.  ",
        "standardid":5
        },
       {
        "shortname":"Standard 6",
        "name":"6 - Make accurate and productive use of assessment",
        "description":"- know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements<BR><BR>- make use of formative and summative assessment to secure pupils’ progress<BR><BR>- use relevant data to monitor progress, set targets, and plan subsequent lessons<BR><BR>- give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.  ",
        "standardid":6
        },
       {
        "shortname":"Standard 7",
        "name":"7 - Manage behaviour effectively to ensure a good and safe learning environment ",
        "description":"- have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy<BR><BR>- have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly<BR><BR>- manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them<BR><BR>- maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. ",
       "standardid":7
             },
       {
        "shortname":"Standard 8",
        "name":"8 - Fulfil wider professional responsibilities ",
        "description":"- make a positive contribution to the wider life and ethos of the school<BR><BR>- develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support<BR><BR>- deploy support staff effectively<BR><BR>- take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues<BR><BR>- communicate effectively with parents with regard to pupils’ achievements and well-being. ",
      "standardid":8
        }
     ]
   }
 }

 

And this is a screenshot of what it produces...there is no grid for student to edit the framework.

table.JPG

Thanks for your help in advance

Anna

Robert Lyon's profile picture
Posts: 437

02 July 2018, 9:52 AM

Hi Anna,

For SE matrix files the 'standards' are like the section headings and it is the 'standardelements' that are the items to put smart evidence against.

I adjusted your matrix to get closer to the desired results you probably want where I moved all the standards to standardelements and created a 'Teaching standards' standard that they all belong to.

 

{"framework":
    {"institution":"all",
     "name":"Teaching Standards - simple3",
     "description":"Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. ",
     "selfassess":true,
     "evidencestatuses":
      [
        {"begun":"Ready for assessment"},
        {"incomplete":"Doesn't meet the standard"},
        {"partialcomplete":"Partially meets the standard"},
        {"completed":"Meets the standard"}
      ],
     "standards":
     [
       {
         "shortname":"1",
         "name":"Teaching standards",
         "description":"Teaching standards description ... please change me",
         "standardid":1
       }
     ],
     "standardelements":
     [
       {
         "shortname":"Standard 1",
         "name":"1 - Set high expectations which inspire, motivate and challenge pupils",
         "description":"- establish a safe and stimulating environment for pupils, rooted in mutual respect<BR><BR>- set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions<BR><BR>- demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. ",
         "standardid":1,
         "elementid":1
          },
       {
        "shortname":"Standard 2",
        "name":"2 - Promote good progress and outcomes by pupils",
        "description":"- be accountable for pupils’ attainment, progress and outcomes<BR><BR>- be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these<BR><BR>- guide pupils to reflect on the progress they have made and their emerging needs<BR><BR>- demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching<BR><BR>- encourage pupils to take a responsible and conscientious attitude to their own work and study",
        "standardid":1,
         "elementid":2
               },
       {
        "shortname":"Standard 3",
        "name":"3 - Demonstrate good subject and curriculum knowledge ",
        "description":"- have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings<BR><BR>- demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship<BR><BR>- demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject<BR><BR>-  if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics<BR><BR>- if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. ",
       "standardid":1,
         "elementid":3
               },
       {
        "shortname":"Standard 4",
        "name":"4 - Plan and teach well structured lessons ",
        "description":"- impart knowledge and develop understanding through effective use of lesson time<BR><BR>- promote a love of learning and children’s intellectual curiosity<BR><BR>- set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired<BR><BR>- reflect systematically on the effectiveness of lessons and approaches to teaching<BR><BR>- contribute to the design and provision of an engaging curriculum within the relevant subject area(s). ",
       "standardid":1,
         "elementid":4
               },
       {
        "shortname":"Standard 5",
        "name":"5 - Adapt teaching to respond to the strengths and needs of all pupils ",
        "description":"- know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively<BR><BR>- have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these<BR><BR>- demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development<BR><BR>- have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.  ",
        "standardid":1,
         "elementid":5
        },
       {
        "shortname":"Standard 6",
        "name":"6 - Make accurate and productive use of assessment",
        "description":"- know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements<BR><BR>- make use of formative and summative assessment to secure pupils’ progress<BR><BR>- use relevant data to monitor progress, set targets, and plan subsequent lessons<BR><BR>- give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.  ",
        "standardid":1,
         "elementid":6
        },
       {
        "shortname":"Standard 7",
        "name":"7 - Manage behaviour effectively to ensure a good and safe learning environment ",
        "description":"- have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy<BR><BR>- have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly<BR><BR>- manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them<BR><BR>- maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary. ",
       "standardid":1,
         "elementid":7
             },
       {
        "shortname":"Standard 8",
        "name":"8 - Fulfil wider professional responsibilities ",
        "description":"- make a positive contribution to the wider life and ethos of the school<BR><BR>- develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support<BR><BR>- deploy support staff effectively<BR><BR>- take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues<BR><BR>- communicate effectively with parents with regard to pupils’ achievements and well-being. ",
        "standardid":1,
         "elementid":8
        }
     ]
   }
 }

 

Cheers

Robert

Anna Greenhill's profile picture
Posts: 27

03 July 2018, 2:01 AM

That has worked perfectly. Exactly what I wanted - thank  you very much for your help. I thought the problem may have been with the standard elements. 

Thanks again, much appreciated.

Anna

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