Transcript Slide 1

Use of Data
At start of each academic year, HODs are
provided with the following data
• GCE and GCSE Broadsheets and summaries
• Residual data for courses, classes and
individual pupils
• Summaries of expected grades v actual
outcomes for GCSE and A2
This information is used to complete a
Departmental Analysis.
• Used Baseline Assessments for a
number of years in order to evaluate
school performance.
• Essential because of the range of
abilities in any one year group and
the significant fluctuation in ability
from one cohort to another.
• Progress is the most important
determinant of evaluation of
achievement and standards, where
the school knows and can
demonstrate clearly that pupils are
making progress and the school in
adding value. (ETI October 2014)
Baseline measurements are made at
three stages
(i) Entry into Year 8 – previously using CAT 3D and
now CAT 4D assessments
(ii) At the end of Year 10 – previously using CAT 3G
and now CAT 4F assessments
(iii) Following issue of GCSE Results – using average
GCSE score
•
More recently, pupils have also taken Progress in
Maths and Progress in English assessments.
These measurements allow us to evaluate progression
of individual pupils and to calculate a “Value-Added”
figure over each of the key stages
(i) Over KS3 – by comparison of outcomes in CATs at
the start of Year 8 and the end of Year 10
(ii) Over KS4 - by comparison of GCSE indicators in
CATs at the end of Year 10 and the actual GCSE
Outcomes
(iii) Over KS3 and KS4 by comparison of GCSE
indicators in CATs at the start of Year 8 and the actual
GCSE Outcomes
These measurements allow us to evaluate progression
of individual pupils and to calculate a “Value-Added”
figure over each of the key stages
(iv) Over Post-16 – using C2k Progression Lines
(v) Over KS4\Post-16 by comparison of AS\A2 Level
indicators in CATs at the end of Year 10 and the actual
AS\A2 Level Outcomes
All of the comparisons suggest that the level of “ValueAdded” is very good.
(i) On average, every pupil at the end of KS4 gains 0.5
grades per subject over what might be expected. Ie 10
x 0.5 = 5 additional GCSE points.
(ii) On average, every grade at the end of Post-16 is
0.3 grade higher than expected. i.e every pupil is
gaining an extra 3 x 0.3 = 1 grade above expectation.
This improvement is on top of “Value-added” to GCSE
scores. 50% of all A Level grades are at least one grade
higher than expected. 90% are on target or better.
CAT4 Summary presentation for senior leaders
What is the Cognitive Abilities Test Fourth Edition (CAT4)?
• Assesses developed abilities
• Verbal Reasoning Battery – thinking with words
• Quantitative (or Numerical) Reasoning Battery – thinking with numbers
• Non-verbal Reasoning Battery – thinking with shapes
• Spatial Ability Battery – thinking with shape and space
Copyright © 2014 GL Assessment Limited
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CAT4 Summary presentation for senior leaders
Why use CAT4?
• Overview of performance of group of students
• Comparison between groups of students
• Identifying students at risk of underachievement
• Monitoring ability profile of intakes
• Benchmark for value added
• Indicators for national tests and exams
Copyright © 2014 GL Assessment Limited
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CAT4 Summary presentation for senior leaders
Group analysis (by battery)
Copyright © 2014 GL Assessment Limited
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CAT4 Summary presentation for senior leaders
GCSE indicators
There has always been a significant and positive correlation (that is, a link which is supported by statistical data) between
students' scores on reasoning tests such as CAT4 and performance in national tests and examinations. CAT4, which provides a
range of indicators of future attainment, demonstrates what can be achieved because the test has become established as a
good predictor of subsequent attainment.
Summary GCSE indicators
5+ A*–C GCSEs including English and maths
All students
Males
Females
79%
-
79%
Percentage of students expected 5+ A*–C GCSEs
to achieve:
5+ A*–G GCSEs
93%
-
93%
100%
-
100%
Average point score
504.3
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504.3
Average point score (best 8)
368.1
-
368.1
103
0
103
Number of students
Likely distribution of GCSE grades
Copyright © 2014 GL Assessment Limited
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CAT4 Summary presentation for senior leaders
How to make best use of your CAT4 data
Group reports for teachers and Summary reports for senior
leaders can:
– inform decision making about curriculum and resources
– provide a benchmark for monitoring and assessing value added.
• Individual student reports for teachers should be shared with each
student and form the basis, with other data, for:
– setting targets
– monitoring progress
– adapting learning to suit the student's preferences.
• Individual reports for students can be shared with key members of
staff to ensure that:
– teaching is appropriate to a student's learning preferences
– support or challenge is appropriate to need.
•
Copyright © 2014 GL Assessment Limited
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CAT4 Summary presentation for senior leaders
How to make best use of your CAT4 data
• Individual reports for students provide each student with a copy of
his or her results to take away.
• Individual reports for parents provide the parent or carer with a copy
of their child's results to help them understand the process and how
they can offer support at home.
• Data about students' abilities based on CAT4 can be used very
effectively with other information such as that provided by attainment
tests and teacher assessment to help set targets for learning and public
examinations.
Copyright © 2014 GL Assessment Limited
Slide 13 of 13
Whilst the “Value-added” figures are
encouraging and can be used for
evaluating performance, we want to
use this data more effectively in
driving School Improvement in order
to meet individual pupil needs and, as
a consequence, further improve the
headline figures and standards in
Public Examinations.
We have adopted strategies which coordinate the
following key elements, many of which have been in
place for some time
(i) Departmental Target Setting. Using a combination
of CAT indicators, internal school examinations,
previous “Value-added” figures and other factors, each
pupil in Year 11 and 13 is set a target grade which has
to be both challenging and realistic.
(ii) Scores in internal examinations are standardised
to allow a more reliable comparison of individual pupil
performance between subjects and between one set
of internal examinations and the next.
We have adopted strategies which coordinate the
following key elements, many of which have been in
place for some time
.(iii)An intervention system has been formalised. At
several stages in the year pupil performance is
assessed on a four point scale of progress levels in
relation to target grades. In cases where pupil falls
below the target grade an appropriate intervention is
put in place by HODs.
(iv) A system of pupil tracking on SIMS has been
introduced. This uses Assessment Manager and the
marksheets include CAT data, departmental targets,
standardised scores and progress levels.
We have adopted strategies which coordinate the
following key elements, many of which have been in
place for some time
(v) The Learning Guidance Programme was
introduced to coordinate the pastoral, academic and
careers aspects of an individual pupil’s education.
Extended Interviews at Year 13 Induction have been
introduced to assist pupils in making more informed
subject choices. These interviews make use of
previous “Value-added” data in order to predict
outcomes based on average GCSE scores. Further
Learning Guidance Interventions take place following
“Mock” examinations for pupils in Years 12, 13 and 14.
We have adopted strategies which coordinate the
following key elements, many of which have been in place
for some time
(vi) Assertive Mentoring was introduced, initially for Years 13
and 14. This is now taking place in Years 11 and 12. Pupils are
interviewed on a regular basis with discussion centring on
Aspirational Grades, Target Grades and Progress Levels. Where
a need for individual subject support is identified by the pupil,
this is fed back to the subject teacher.
(vii) Additional Assertive Mentoring has been introduced for
selected pupils on the borderline of 3 A*-C at A2 Level and 7 A*
- C at GCSE level. This is an enhanced version of the Assertive
Mentoring Programme with meetings taking place on a weekly
basis.
We have adopted strategies which coordinate the
following key elements, many of which have been in
place for some time
(viii) Guided Learning Logs have been introduced for
Y13 and 14 pupils and a similar system has been
introduced for some Y12 pupils. The aim of these is to
direct learning during private study time.
(ix) Three School Improvement Groups (KS3, KS4 and
Post-16) meet on a regular basis to focus on Learning
and Teaching. These provide forums for sharing good
practice and monitoring of issues identified in
Departmental Self Evaluations and highlighted in
Departmental Action Plans.
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GCSE Value added measurements have improved
over time. The average value added score of 0.2
grades per subject entry (2008) has risen steadily to
average 0.5 grades per subject entry over the years
2012-2014.
There is evidence through the pupil tracking
mechanism and impact reviews of the Assertive
Mentoring Programme that there has been an
improvement in pupil achievement and individual selfesteem. In 2014 90% of grades at A2 level met or
exceeded expectation with over 50% being at least
one grade higher when using C2k Progression Lines.
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For the Additional Assertive Mentoring Programme at
Post 16 level, there is evidence through results that
many of the D grades achieved at AS level were
changed to C grades at A2 Level resulting in the
highest % of 3 A*-C since 2006.
73 ‘expected’ D grades resulted in 36 actual D grades
An interim survey on the use of Guided Learning Logs
was carried out with parental and student responses
being very favourable. A much fuller survey is in the
process of being completed in order to review and
evaluate the initiative.
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Monitoring of pupil work has identified an improved
focus on Marking for Improvement Strategies.
A programme of Learner Observations has indicated a
increase in the range of Learning and Teaching
strategies being employed in classroom practice.
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Use of Stanines – Grade C
Use of Stanines – Grade B
Use of Stanines – Grade A