1. Data is not a dirty word!
Rebecca Mead

2. To consider.... Where are we now? What are the issues?
Framing the conversation

3. Audit Where are you now? Leadership perspective
Classroom teacher perspective
Student perspective?
Audit
Where are you now?

4. Attainment and Progress?
GCSE Grades
KS2 Scaled scores
What about the other years?
Progress
Change in attainment between two points in time?
Attainment at a point in time compared with other students with the same starting point.

5. Issues
“the progress of individual students is slow compared with the variability of achievement within the age cohort"
Dylan Wiliam
Validity and reliability in assessment?
Does it matter?
“Aggregation is the friend of reliability”
Rebecca Allen
Rough aggregation (markbook style) more reliable than short end of term/unit test

6. Summative. Attainment? Progress?

7. Summative or formative? Attainment or progress?

8. Putting in some numbers?

9. Progress measure? Validity?

10. So, why test?? And do it often...
“Aggregation is the friend of reliability”
Starting points
“Precise inclusion”
Planning
Curriculum design
Retrieval practice/testing effect
Spaced practice
Organisation of knowledge/schemas
Metacognitive monitoring
So, why test??
And do it often...

11. Make your conversations with teachers fully data focused...
Understand the strengths and limitations of your data
Improve the validity of your data
Focus on the students as individuals
Frame the conversation
Empower classroom teachers
Improve their practice
Better outcomes for students
Progress, however it is defined!
By talking about teaching and learning, not just numbers