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

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Analysing data

M.Greenaway.

Analysing Data.

Looking at the use of data to monitor the achievement of pupils and departments.


Analysing data

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

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


Analysing data

Begin with the Baseline Data

In this case 12+ reading scores


Analysing data

Enter the Data for each subject: Maths


Analysing data

English


Analysing data

Religious Studies


Analysing data

And finally Science


Analysing data

Next we work out the total score for each student


Analysing data

Student A has a total of 20


Analysing data

Student B has a total of 16


Analysing data

Student C has a total of 19


Analysing data

And we do the same for all the other students


Analysing data

This gives us our Achieved Data


Analysing data

We can now calculate the average mark each student achieved


Analysing data

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


Analysing data

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


Analysing data

And we do the same for all the other students


Analysing data

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


Analysing data

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


Analysing data

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


Analysing data

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


Analysing data

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


Analysing data

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


Analysing data

We continue this process for all the students


Analysing data

We have 7 individual residuals for Maths


Analysing data

The total of these residuals is 1

0 + -1 + 0.2 + 0.5 + 0.7 + 0.5 + 0.5 = 1


Analysing data

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.


Analysing data

Subject A

Average Residual = 0.5

Percentage of C+ Grades = 40%


Analysing data

Subject B

Average Residual = -0.5

Percentage of C+ Grades = 90%


Chance tables

Chance Tables


Chance tables1

Chance Tables


Chance tables2

Chance Tables


Chance tables3

Chance Tables


Chance tables4

Chance Tables


Chance tables5

Chance Tables


Chance tables6

Chance Tables


Chance tables7

Chance Tables


Beware

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 progression1

Looking at pupil progression


Looking at pupil progression2

Looking at pupil progression


Looking at pupil progression3

Looking at pupil progression


Looking at pupil progression4

Looking at pupil progression


Looking at pupil progression5

Looking at pupil progression


Looking at pupil progression6

Looking at pupil progression


Making projections

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 projections1

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.


Analysing data1

M.Greenaway.

Analysing Data.

Thank you for listening.


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