M.Greenaway. Analysing Data. Looking at the use of data to monitor the achievement of pupils and departments.

Baseline Data. 12+ Reading Score KS2 or KS3 Mathematics Result Average KS2 or KS3 Result Previous examination result Mathematics NFER test result BE CONSISTENT AND USE THE SAME DATA OVER A PERIOD OF TIME.

GCSE Grades are converted to figures Grade A* = 8 Grade A = 7 Grade B = 6 Grade C = 5 Grade D = 4 Grade E = 3 Grade F = 2 Grade G = 1

Begin with the Baseline Data In this case 12+ reading scores

Enter the Data for each subject: Maths

English

Religious Studies

And finally Science

Next we work out the total score for each student

Student A has a total of 20

Student B has a total of 16

Student C has a total of 19

And we do the same for all the other students

This gives us our Achieved Data

We can now calculate the average mark each student achieved

Student A achieved 20 marks over the 4 subjects which gives an average of 5 (Grade C)

Student B achieved 16 marks over the 4 subjects which gives an average of 4 (Grade D)

And we do the same for all the other students

If we compare each students average performance in the 4 subjects with their performance in Maths

If we compare each students average performance in the 4 subjects with their performance in Maths

Then student A has a Maths score of 5 and an average of 5 so there is no difference

Then student A has a Maths score of 5 and an average of 5 so there is no difference (Residual = 0)

Student B has a Maths score of 3 and an average of 4 so his Maths score is 1 grade below

Student B has a Maths score of 3 and an average of 4 so his Maths score is 1 grade below (Residual = -1)

We continue this process for all the students

We have 7 individual residuals for Maths

The total of these residuals is 1 0 + -1 + 0.2 + 0.5 + 0.7 + 0.5 + 0.5 = 1

What Does This Mean? On average every student achieves 1/7 = 0.14 of a grade higher in Maths than they do in their other subjects. Although this does not sound very much, if you had a year 11 with 175 students this would correspond to an extra 25 grades which is significant in itself and reflects a strong department. But at best it could mean 25 students gaining a C in Maths compared to a D in their other subjects - This could make the Maths A* - C result 14% higher than other departments.

Percentage of C+ Grades = 40% Subject A Average Residual = 0.5 Percentage of C+ Grades = 40%

Percentage of C+ Grades = 90% Subject B Average Residual = -0.5 Percentage of C+ Grades = 90%

Chance Tables

Chance Tables

Chance Tables

Chance Tables

Chance Tables

Chance Tables

Chance Tables

Chance Tables

Beware! If you achieve above expectations based on the chance tables say from KS3 to GCSE as on previous slide it could mean: The department is performing well at KS4 The department is underperforming at KS3 You need to use many indicators if you want an accurate picture although you might pick the one that shows you in the best light when promoting your department!

Looking at pupil progression

Looking at pupil progression

Looking at pupil progression

Looking at pupil progression

Looking at pupil progression

Looking at pupil progression

Looking at pupil progression

Making Projections Looking at the Year 9 SATs results for 2002/3 it can been seen that 62% achieved a level 6 or above. All of these students were in the top 68% based on the Year 9 exam. 1 person improved from a level 4 to a level 6. 78% of those achieving a level 5 in the Year 9 exam achieved a level 6 in the SATs. 80% achieved level 5+ in the SATs exam.

Making Projections This means that to get 63% achieving level 6+ (which is 61 students) all but 2 of those who got a level 5 in the year 9 exam must get a level 6 which is a 91% success rate. This compares with last years figure of 78%. It will not be easy to maintain the 62/63% level 6+ pass rate achieved over the last 2 years but it is a possibility.

Year 7 Interim - Pilot LEVEL OF ACHIEVEMENT In those subjects which take up more than 5% of the Year 7 curriculum your child has been given an achievement level from 1 to 5. For each of the subjects: Top 10% are awarded a 1 next 20% are awarded a 2 next 40% are awarded a 3 next 20% are awarded a 4 next 10% are awarded a 5 For each of the remaining subjects your child has been given a grade from A to E. They have also been given a grade for: Attitude, Co-operation and Meeting Deadlines.

Identifying Underachievers An 'average' pupil would have a reading score of close to 100 and the range of possible scores is 69 to 131. We have recorded your child’s latest reading score below and have also indicated their average level of achievement in the following subjects: English, Mathematics, Science, Religious Education, Technology and Languages. This can then be compared with the average we would have expected based upon your child's reading score. Danny Nolittle has a reading score of 92 and has an average achievement level of 3.2 Based upon his reading score we would have expected an average of 2.6 This means that Danny is achieving below expectations based upon his 12+ reading score.

Thank you for listening. M.Greenaway. Analysing Data. Thank you for listening.

WHY ANALYSE DATA? It is possible to track a pupil’s progress through their time at school It informs the SMT of what is happening, in terms of outcomes, in the school It enables the SMT to target and mentor departments and/or individual staff It enables Heads of Year and Departmental/Faculty Heads to target and mentor pupils It provokes many questions Expectations are no longer based on a pupil’s attitude but on potential derived from real data Effective monitoring, mentoring and targeting help raise standards Raised standards and expectations in turn produces a better working environment for everyone Examinations results increase over a period of time It helps to promote a culture of achievement and a greater pride in the school