Using Data to Inform Learning

1. Using Data to Inform Learning Alicia Mc Williams MSc BEd PGCE

2. All Girls Grammar School Thornhill College Suburbs of Derry City Intake of A to B2 Enrolment 1406

3. “The Power to make decisions about children’s learning requires the best possible information about what has been learned and what remains to be learned” Alastair Walker, Retired Head of Education Services at CCEA best possible information Using Data to Inform Learning

4. Use of all assessment information and comparative data to inform teaching and learning Assessment Policy Sept. 2006 Use • To understand individual pupil potential and learning styles • To inform teacher decision making and target setting • Informs Senior Management Using Data to Inform Learning

5. CAT Reason with and manipulate different types of symbols Baseline Data Record External Results 11+ Using Data to Inform Learning CATS Key Stage 3

6. Key Stage 3 Predicted Results Standard Age Score Stanine (Level) Using Data to Inform Learning

7. Target Setting • High levels of Non-Verbal • Highly verbal materials may overwhelm – may need help to improve reading and language development. • May achieve better with more diagrams, manipulation of objects or practical experiments Using Data to Inform Learning

8. Individual Pupil Profiles 35 88 Using Data to Inform Learning

9. Higher order problem solving, summarising, inferring and predicting. • Visual problems & notational systems. • Shape & space – charts, graphical data, map reading. 1 2 3 4 5 6 7 8 9 Stanine ranges and interpretation • Check number of attempts and percentage correct • Examine all relevant evidence • Practice detecting inconsistencies 1 Very Low 2 & 3 Below Average 4, 5 & 6 Average 7 & 8 Above Average 9 Very High Pupil Profile - Distinct Using Data to Inform Learning

10. Diagnosis using Performance Analysis High non verbal and low verbal SAS High verbal and high non verbal SAS Using Data to Inform Learning High verbal and low non verbal SAS Low verbal and non verbal SAS Pupil A

11. Informed Teaching • Likely to be good in English & History where verbal skills are to the fore • Active talkers, discussion work, writing work, word games, personalised essays • Need support in Science, technology or Geography with visual work such as interpreting diagrams. • See solutions to problems but lack well developed skills to communicate their solutions • Could become frustrated easily and develop behaviour problems • May be kinaesthetic learners

12. Planning or Illustrative Tool Q near 98 V 98 NV 115 V 98 NV 115 Q near 115 V 98 NV 115 V 102 NV 115 Using Data to Inform Learning V 130 NV 102

13. Identification of Learning Needs Using Data to Inform Learning

14. Comparisonof Intake Verbal Quantitative Non-Verbal Using Data to Inform Learning 2005 2006 • Picture of ability over time • Monitor changes of Intake over time

15. Comparison of Key Stage 3 English Maths Using Data to Inform Learning Science CATS under-predicted in the higher levels in all Key Stage 3 Subjects

16. Future Plans • Use Performance Analysis to: • Compare outcomes of actual GCSE results with CAT predicted results • Compare GCSE results with A Level results against NI Average Using Data to Inform Learning

17. Bibliography • ‘Cognitive Abilities Test 3 Administration Manual’ Nfer Nelson • ‘Getting the Best from CAT’ Nfer Nelson Acknowledgements Using Data to Inform Learning • With thanks to: • Mr Jack Gillen c2k • Mrs Lyn McCullagh c2k • Mr Michael Burns WELB • Mrs Catherine Loughrey WELB