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Analysing Data.

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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.

- 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.

Subject A

Average Residual = 0.5

Percentage of C+ Grades = 40%

Subject B

Average Residual = -0.5

Percentage of C+ Grades = 90%

- 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 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.

- 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.

M.Greenaway.

Analysing Data.

Thank you for listening.