Using data to discover and share your school’s strengths

2. Using data to discover and share your school’s strengths Dr Rebecca Allenrebecca.allen@fft.org.uk @drbeckyallen

3. How good a driver are you?

4. How were your GCSE results?

6. Headteachers aren’t very good at judging how good their teachers are

7. It is worth seeking out outstanding teaching • Whether changes in teaching strategies are working or damaging pupil learning • Where there is best practice worth sharing • Where pupils are not learning as much as they could in a particular subject • Where a teacher is struggling to deliver a particular part of the curriculum • Where a pupil is struggling across all areas of the curriculum

8. Data is inhuman – that is what is so good about it

10. It is worth getting out to visit other schools

11. If you were able to visit another school or department for the day, where would you go?

12. Educational Endowment FoundationFamilies of Schools

13. Department for Education Performance Tables Similar Schools

14. Red Kite Alliance – an example of a local collaboration

15. Purpose of the alliance • Create a school-led, self-improving system • Shared moral purpose to raise standards and eliminate underperformance • Using data to uncover outstanding departmental practice worth sharing

16. Green Cluster Group VA Attainment CVA School 9 School 1 School 10 School 2 School 3 School 3 School 8 School 4 School 1 School 5 School 5 School 6 School 5 School 7 School 6 School 8 School 7 School 9 School 8 School 10

17. Feedback from Alliance “The real benefit of using FFT Aspire in this way is that it provides a data-informed framework for inter-school support; using departments with the best outcomes to drive improvement across the Alliance’s schools.” Keith Bothamley,Horsforth School “I have already used Aspire Collaborative Data in my standards and progress review meetings with individual Faculty Leaders (for praise and challenge). I'm confident that going forward the data will be particularly effective in supporting subject specific CPD across our partnership of schools.” Janet Sheriff, Prince Henry’s School

18. Six reasons why pupil tracking doesn’t contribute to a self-improving school

19. What Levels are these? Taken from: https://thewingtoheaven.wordpress.com/2015/05/22/problems-with-performance-descriptors/

20. Dylan Williams’ Principled Assessment Design

21. 1. Performance descriptors do not give us a common language but the illusion of a common language

22. Teacher assessment is biased Research by Tammy Campbell at UCL Institute of Education finds… • Teachers tended to perceive low-income children as less able than their higher income peers with equivalent scores on cognitive assessments. • Teacher judgements of a child’s KS1 attainment is clouded by the ability stream or group into which the child has been placed

23. Teacher assessment is biased Research by Burgess and Greaves from the University of Bristol shows… Teacher assessments of KS2 levels are subject to ethnic stereotyping, in which a teacher’s local experience of an ethnic group affects assessment of current pupils from the same ethnic group

24. Confirmed in older studies Bias in teachers’ assessment relating to: • Behaviour (for young children) • Gender • Special educational needs Overall academic achievement and verbal ability may influence judgement when assessing specific skills

25. 2. Humans are biased. Tests are inhuman – that is what is so good about them.

26. We must use assessment data to monitor pupil learning because the alternatives are so much worse

27. Testing is good for learning

29. What do you want to know? • Has the child learnt the term’s curriculum? • Can the child still remember what was learnt last year? • Does the child have the necessary skills and competencies to master next year’s curriculum in my subject? • How well is the child likely to do in the future?

30. Getting the test items right • Teacher flicks through schemes of work or textbook and makes up a load of questions • Validity of questions? (construct, content, and criterion) • Reliable questions? • Good discriminators? • Predictive of what? • Do you ever re-test exactly the same content or questions more than once? • Can you distinguish between children who have covered a large curriculum poorly and children who have mastered a smaller curriculum well?

31. Multiple choice questions can test higher order thinking https://thewingtoheaven.wordpress.com/2013/10/30/research-on-multiple-choice-questions/

32. Marking using comparative judgement https://nomoremarking.com/

34. Reliable approaches to marking “The theoretical basis of comparative judgement is that we are better able to distinguish between two stimuli, whether they are sounds, images, essays, than to establish the quality of a single stimulus.  Comparative judgement studies have shown that comparing assessments rather than marking them delivers quicker, more accurate results.” www.nomoremarking.com

35. 3. We should spend more time designing tests and less time marking them

36. 4. Tracking data only generates within-school rankings of pupils

37. Huge advantages to sharing assessment tools

39. https://proofofprogress.co.uk/

40. Developing tests to share across schools

41. Tracking expects pupils to do this

42. More children get to the ‘right’ place in the ‘wrong’ way, than get to the ‘right’ place in the ‘right’ way!

43. 5. Tracking presupposes everyone is on the same journey

44. 6. Why does the headteacher need to know how Jonny is doing in geography in October?

45. Effort-reward trade-offs http://mcsbrent.co.uk/english-06-06-2015-hornets-and-butterflies-how-to-reduce-workload/