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Measuring Value Added in Education for Academic Excellence

Discover the significance of measuring value added in education for self-evaluation, effectiveness, curriculum planning, and informing teaching practices. Learn about strategies, like baseline and outcome measures, pupil voice surveys, Yellis testing, and intervention plans, to enhance academic standards. Future plans include transitioning to GL PiE and PiM assessments, CAT4 testing, and focusing on literacy and numeracy. Stay informed through ongoing evaluation and planning for improved student performance.

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Measuring Value Added in Education for Academic Excellence

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  1. Belfast VPs’ cluster group Value Added May 2014

  2. Why Measure Value Added? • As a means of self-evaluation • Raising academic standards • As a measure of effectiveness • To inform future curriculum planning • To inform practice in teaching and learning • To provide ETI with information about relative academic performance • To inform School Development Plan review

  3. Factors(work in progress) • Outcome measures which reflect all levels of pupil performance • A measure of each pupil’s prior attainment • Skills and attitudes at KS2

  4. How do we measure value added? • Baseline and outcome measures are required at each Key Stage. • Since 2009, using CEM products - MidYIS in Year 8 and YELLIS in Year 11 • Pupil voice - on line surveys, lesson evaluation

  5. Comparing internal examination results with MidYIS score

  6. Key Stage 4 • Yellis testing September • Information session for pupils and parents at the end of September • Results PLUS teachers’ professional judgement used to set target grades for each GCSE subject by end of October • Interim reports produced March of Year 11 , and October and March of Year 12 to supplement the longer, traditional reports produced followed Jan and May examinations

  7. Intervention Strategies • RAG analysis following each set of reports (including interim reports) to identify any pupils who are underperforming against targets • Identify those pupils who will benefit from support from Learning Mentor • Combined between subject teachers and pastoral staff • Parents informed

  8. Sixth Form • Similar process followed using GCSE point score as a baseline measure • Pupils and parents attend an information session at the end of September and receive the C2k generated A level predictions • Interim reports in October and March of Year 13 and 14 • Examination period in January for both year groups

  9. Future Plans • Move to GL PiE and PiM in Year 8 to assess literacy and numeracy levels and to stream for English and Mathematics • CAT4 testing at the beginning of Year 10 (or end of Year 9) • CAT 4 testing at the beginning of Year 11 to set target grades for GCSE • Focus on raising standards in literacy and numeracy

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