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Analysing Data.

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.

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  1. M.Greenaway. Analysing Data. Looking at the use of data to monitor the achievement of pupils and departments.

  2. 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.

  3. 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

  4. Begin with the Baseline Data In this case 12+ reading scores

  5. Enter the Data for each subject: Maths

  6. English

  7. Religious Studies

  8. And finally Science

  9. Next we work out the total score for each student

  10. Student A has a total of 20

  11. Student B has a total of 16

  12. Student C has a total of 19

  13. And we do the same for all the other students

  14. This gives us our Achieved Data

  15. We can now calculate the average mark each student achieved

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

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

  18. And we do the same for all the other students

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

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

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

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

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

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

  25. We continue this process for all the students

  26. We have 7 individual residuals for Maths

  27. The total of these residuals is 1 0 + -1 + 0.2 + 0.5 + 0.7 + 0.5 + 0.5 = 1

  28. 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.

  29. Subject A Average Residual = 0.5 Percentage of C+ Grades = 40%

  30. Subject B Average Residual = -0.5 Percentage of C+ Grades = 90%

  31. Chance Tables

  32. Chance Tables

  33. Chance Tables

  34. Chance Tables

  35. Chance Tables

  36. Chance Tables

  37. Chance Tables

  38. Chance Tables

  39. 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!

  40. Looking at pupil progression

  41. Looking at pupil progression

  42. Looking at pupil progression

  43. Looking at pupil progression

  44. Looking at pupil progression

  45. Looking at pupil progression

  46. Looking at pupil progression

  47. 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.

  48. 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.

  49. M.Greenaway. Analysing Data. Thank you for listening.

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