Experienced Users of Alis

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Presentation transcript:

Experienced Users of Alis Peter Hendry: CEM Consultant Experienced Users of Alis CEM SECONDARY CONFERENCE 9th June 2010 Peter.Hendry@cem.dur.ac.uk

WORKSHOP THEMES: INTAKE PROFILES ‘PREDICTIVE’ DATA TARGET SETTING DEPARTMENT SELF-EVALUATION: some suggestions

INTAKE PROFILES National Quartile Ability Bands

Comments?

B. ‘PREDICTIVE’ DATA Economics Art and design: photo Psychology Computing Geography French Maths Physics Eng Lit

Discussion: ‘predictive’ data Refer to the ALIS data on the next 5 slides. Does the data show any ‘warnings’ about future potential achievement? Based only on the information provided, what would be realistic subject targets for the students, and why?

Student 1 Student 1 Student 2

Student 3

Student 3

Student 4

Student 4

Discussion: predictive data From your perspective, assess the merit of each type of predictive data and the associated chances graphs (previous slides) Which type of predictive data do you use to set targets, and why?

Target Setting would probably involve: C. TARGET SETTING* Target Setting would probably involve: Using reliable predictive data and chances graphs Dialogue between the users: teachers, parents and students? (empowering, ownership, and taking responsibility) The use of professional judgement…….. *minimum acceptable grade, most likely grade, aspirational grade.............

…….giving due consideration to: student background/home life

Use PARIS to generate prior value added predictions) Discuss with students, using professional judgement and the chances graphs, adjust target grade Calculate the department’s target grades from the addition of individual pupil’s targets

Surname Forename Score Uncapped Pred Grade Adj Uncapped Pred Adj Prediction Final ‘target’ 1 7.7 127.1 A 145.8 140 A* 2 6.1 98.8 B 117.6 3 6 97.1 115.8 4 6.9 113 131.7 5 5.5 88.2 C 107 7 7.5 123.6 142.3 8 6.6 107.7 126.4 Subject Score Prediction CloseGrade AdjPrediction AdjCloseGrade (A2) Business Studies: Single 6.1 91.6 B/C 95 B (A2) Art and Design 98.8 117.6 A (A2) History Of Art 95.4 (A2) Geography 89.2 90.5

Discussion: setting targets Assess the merits and concerns you may have with this value-added model of setting targets Assess the importance of your students’ involvement as part of the target setting process Are parents informed or even involved as part of the process and outcome? If not, why?

D. DEPARTMENT SELF-EVALUATION: GETTING INTO THE DATA: dept A Discussion 4: COMMENTS ?

In the years 2002 and 2003 what issue for department self evaluation was raised by the band A students? How had the performance of the band A students changed by 2006?

by Alis cohort: 3yr Av Std Resid (80th percentile) WHICH VALUE ADDED DATA DO I USE? by Alis cohort: 3yr Av Std Resid (80th percentile) by type of institution: 3yr Av Std Resid (90th percentile)

by syllabus: 3yr Av Std Resid (50th percentile) Discussion: which value-added data? With reference to this slide and the previous one: State the main conclusions that can be interpreted from this data. Should one ‘select’ certain value added data as part of self-evaluation? What other value-added data is available?