Bromcom_John

Within your assessment template define a column with the assessment type of comment for them to record the comments. These can be entirely free text or using comment banks. This can be either as an additional column to include the subject based comment alongside the subject gradings or an entirely separate template with all of the subject comments gathered in one place. "Comment" is just another generic grade type that you define when putting your assessment types together.

Currently spending time with Grounded 2 (arachnophobia warning, they are terrifying) and Timberborn (post apocalypse anthropomorphic Beavers city building).

Hi Gareth, There is no difference for comment banks on report output. For any of the report outputs you just need to ensure you pick the correct 4 parameters to identify the data. Year Group - Self explanatory Term - Likewise explanatory Subject - Dependent on the subject entered against Assessment type - Comment. The below link ought to give you some guidance. But within the template if you put in the data keys for the information with the above parameters you will be able to draw out the comments for the student. https://docs.bromcom.com/wp-content/uploads/2020/08/Assessment-Webmerge-FAQ.pdf

They are a great tool, when wanted. I use one (Otter) but have seen other people get properly confused when they didn't realise and ended up sending out blanket invites and bam, you have 5 different versions trying to record the same notes. Keep an eye out.

have to agree with this. Don't try to work around the licencing. Especially as, with the team plan, you get a lot more resource to play around with. Teachmate AI is a nice implementation and is going to be more streamed towards what you ought to be using it for.

Be interesting to see if this actually shrinks choice in the long term. It is unusual for any acquisition of this type to maintain multiple competing products under the same banner. Exciting times, as you say.

Thought I would post the link to the actual study as opposed to any of the various news articles waxing lyrical and sometimes hysterical in response to the reports findings. https://arxiv.org/pdf/2503.23674 It is an interesting study and does say a lot about how convincing these new AI models are becoming.. but it also points out a flaw in the Turing tests premise. In that it isn't really testing to see if an AI is actually intelligent, more that is it convincing enough to fool our primitive meat brains into thinking we are conversing with someone real.

Apparently, it just got a bit of a major milestone in as well.. https://theconversation.com/chatgpt-just-passed-the-turing-test-but-that-doesnt-mean-ai-is-now-as-smart-as-humans-253946 Although you "could" argue that it didn't so much pass the test as we, humans, failed the test

As far as I am aware they (ESS) operate this via the licence key. I don't know the actual technical were with all as to how they achieve this but, if your system is still connected to the web on or after the licence expiry then the licence key deactivates and effectively returns your install to a basic or non functional state. You are more than likely correct in your assertion that any locally retained copy is NOT covered by your ESS licence. In my experience schools that have been hit by this when moving over to our finance solution have ensured that they have appropriate backups (in some cases paper ones) to fulfill any ongoing reference/audit requirements. I am not one of our Finance solution experts though so have no idea what the details of those requirements actually are.

I would always recommend booking ahead if you can, most of the service providers will offer significant discounts if you book ahead.

Hi @Alis_Klar, I assume that the below article is the one that you have been linked to https://docs.bromcom.com/knowledge-base/how-to-find-and-remove-duplicate-contact-records-from-others/ If not, then please go ahead and take the steps detailed. Otherwise, drop me a line off channel and I will see if there is any other actions that can be taken. It all very much depends on the scope of the data issue.

The first one was quite watchable and I would recommend seeing before even watching the trailer for number 2

Just to follow up on this. While it might not be of major interest to the tech types on here, for which I apologise. It has been popular as we saw over 600 registrations and some people unable to connect due to overload! I think that, as with cloud a few years back, there is quite a bit of an understanding gap in the mainstream schools user base, If there is any appetite for it I can see if the sessions recording is going to be made available for distribution.

I think EDVAL is probably one of the newer arrivals in the Timetable sphere. Only 7 years old according to Google (at least as a company, more as a provision apparently).. Also part of a bigger group, TES, so they presumably, have the benefit of that corporate support framework around them. Would also like to see that feedback on UNTIS.

This may be horribly out of date information but.. back when I was on the support team and we were just an attendance add on to SIMS. We used to field these sorts of queries where the SIMS timetable had been rewritten for the tail end of the academic year (classic year 9 trying out their new year 10 curriculum). In order to get this to work you had to effectively but a cut in your academic calendar within SIMS and apply the new structures to that instead. This was because the solution was, at that time, only able to have a single curriculum structure applied at once. Thus you needed to create that break in order to apply a different structure. This may or may not help.. Sorry I can't be of more assistance.

Anecdotally I hear the "no longer need SOLUS" from prospects being one of the major silver linings for changing. So definitely a hidden cost "benefit"

I was going to suggest, Servalan, Avon or maybe even Blake

We feel your pain @mikkydoos Apparently some wheels may be turning, slowly, in the background., keep faith

Hobble

Also, that just got me a new badge. V6 continues to be the gift that keeps on giving !!

Hi all, my day to day here at Bromcom is talking to schools who are looking to move MIS. We go through their needs, present the product and have some quite detailed conversations around what it might look like to move. Now, I very much doubt that any of my insights are going to be ground breaking or news to a large number of people on here but I and some of colleagues have decided to start sharing some high level insights and summarise, in very general terms, what these conversations have been covering. If you get some insight out of this then my job is a bit more enriching. (Also, it might generate a bit more traffic to my Linkedin account!) A lot of the conversations are not specifically limited to our own product and if I had to draw "one" single item out then this week it was transition planning. So many schools are rightly worried, for a number of reasons, about what their move might look like. How should they manage the change over Are there any other considerations post move Is this the right decision Should we move now or wait until a bit more time has passed.. Anyway, link to my post below. https://www.linkedin.com/posts/john-condon-a30b1756_reflecting-on-last-weeks-demonstrations-activity-7308822607636692992-ZwUt?utm_source=share&utm_medium=member_desktop&rcm=ACoAAAvpagQBeELP_Towzr3z_LtPdU1F4xKNY8I happy to chew things over on here or just leave it in place for relaxed perusal

matter

Golf

and to add to that, the only thing you need to do in order to then get the files in (assuming us) is to ensure that the naming convention includes the student Admission Number or UPN. The import process (under my documents in the user profille to right of the page) will then match on those and assign in the right place.

Yep, he's the one who then got fooled when he arrived to see Finn's wife nursing Finn (dressed as a baby) and then bottled it thinking "if tha's th' size o' th' bairn!!"