1) Use forms
1.1 and 1.5 require the students to reflect on experiences that they have had in class. In previous years the students filled in sheets over the term/year with the entries on how they thought the lesson went with respect to team work and interpersonal skills. It was unlikely that the sheets would stay intact
until the end of the term and would either degrade into an ineligible rag or disappear completely - forcing the student to make up all his reflections in a lesson, voiding the whole purpose of the assessment! By using forms the feedback from students has been immediately after the lesson (in term 1 we have 3 practicals and 1 theory for L1) as they go home and complete it - or even do it on smartphones on the way home, and we don't have to waste time in lesson completing feedback on the forms. I teach 2 level 1 classes so I made a form relevant to both and emailed the link to all of the boys, they can fill it in at their leisure and I will use the form for future courses.
The way the data is collected is really easy to manipulate and it is simple for me to sort the data to get a snapshot of who has completed responses and what depth they are being filled out. It can be exported to docs, and even shown in graphical form. Overall this has really helped me stay on top of the paperwork that 1.1 and 1.5 seem to generate, and I am happy that the students are filling out the responses authentically, as soon as they can after the lesson.
Forms also played a part in the peer assessment and the graphical representation of data was spot on - I wrote about that here. I have also used forms for level 2 homework - in the form of a specific knowledge test, and a questionnaire to find out what topics/standards they would like to cover this year.
2) Feedback to parents and students with spreadsheets