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Target Setting in the Sixth Form

Target Setting in the Sixth Form. Pete Bull, Eileen Chapman Senior School Improvement Advisers School Improvement Service Contact: pbull@cfbt.com Tel: 07818 034504. Aim.

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Target Setting in the Sixth Form

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  1. Target Setting in the Sixth Form Pete Bull, Eileen Chapman Senior School Improvement Advisers School Improvement Service Contact: pbull@cfbt.com Tel: 07818 034504

  2. Aim To assist senior leaders / heads of sixth form in the setting of targets for and tracking the progress of post-16 students.

  3. National Targets 2006 70% achieve L2 by 19 (baseline in 2004 was 67%) 2008 72% achieve L2 by 19 75% increase in completion of young apprenticeships 2011 2% reduction in NEET 2015 90% of 17 yr olds participate in education

  4. What Data? • Post 16 PANDA • Learner Achievement Tracker (LAT) (part of the LSC’s new measures for success) • FFT online • ALIS (A level Information system) • ALPS (A level points system) Two functions: • Recording and reporting what has already been done • Setting targets for future cohorts

  5. Value-added target setting Average Points Score for En, Ma, Sc at KS2 Points score for subject at KS3 KS2-3 KS2-4 Points score for subject at KS4 Average Points Score for En, Ma, Sc at KS3 KS3-4 Average Total Points Score up to 2 years before Post-16 measure (not re-sits) KS4-5 Points score for L3 subject at KS5

  6. Post-16 PANDA • Contextual information about numbers and genders • Attainment Summary - %A-E, APS per entry (all and gender using UCAS) compared with national. Sig+, in line, sig – • New measures of success at L3 – VA score (QCA) compared with national

  7. Attainment summary - %A-E

  8. Attainment summary - APS

  9. Gender analysis

  10. Value Added Score

  11. Learner Achievement Tracker • Value-Added for 16-19 learners will measure achievement in L3 graded qualifications, for example: • GCE A and AS level • AVCE • BTEC National Diploma • Distance Travelled for 16-19 learners will include other approved Qualifications at Levels 1,2 and 3 for example: • NVQ • Foundation and Intermediate GNVQ • GCSE

  12. VA summary chart 0 = national average +30 = one grade better

  13. VA comparison chart A A* C B D

  14. National Chances chart Prior attainment 40-46 points at GCSE (C – B/C)

  15. Update on Post-16 Achievement and Attainment Tables Pilot Overview • 2 Year Pilot - 2005 and 2006 • Long term aim of reporting all Level 3 qualifications and including a value added measure in the Post-16 Tables • Year 1 (2005) – Testing Equivalences between A/AS and other qualifications • Year 2 (2006) – Testing Value Added (more difficult process)

  16. Post-16 Achievement and Attainment Tables Pilot

  17. UCAS Scoring system

  18. QCA Scoring system Size compared with Level 3 Threshold - 2 A levels

  19. QCA Scoring system (cont)

  20. Normal Post-16 AAT 2005 Number of students aged 16-18 287 GCE and VCE resultsNumber entered 128Average point score per student 244.3 (3C)Average point score per examination entry 78.4 (C)Other QualificationsNumber of students entered for an AEA 2005% achieving qualificationNumber of students entered for other Advanced VQ% achieving qualificationNumber of students entered for Intermediate VQ% achieving qualificationNumber of students entered for IB diploma 13% achieving IB diploma 92%

  21. Pilot AAT 2005 Contextual InformationNumber of 16-18 yr olds 287Number of 16-18 yr olds at end of A-level study 128Number of 16-18 yr olds at end of A-level & equiv’t study 141 SCAAT Performance IndicatorsQualifications achieved by students at end of A-level/6th Form studyAverage points per candidateA/AS/Key Skills only (UCAS points) 244.3 (3C)A/AS/Key Skills only (QCA points) 636.4 (3C)A/AS & Equivalences (QCA points) 661.6 (3C+)Average points per A-level equivalentA/AS/Key Skills only (UCAS points) 78.4 (C) (A/AS/Key Skills only (QCA points) 204.2 (C-)A/AS & Equivalences (QCA points) 201.0 (C-)

  22. For 2006 • All L3 qualifications • New QCA scores • APS per student + APS per entry For 2007+ • Trying to get a value-added school measure • Look at Value Added of each student at end of 6th form based on: • Prior attainment • Pupil context – e.g. gender, volume of study, qualification route

  23. AAT vs LAT value-added models

  24. Update on Fischer Family Trust Online • A pilot looking at subject value-added comparisons from KS4 – KS4 (also KS2/3 – KS4) • Data for 2005 year for you to explore • Password: from Performance Information office - 01522 553271 (you need school DFES number e.g. 925XXX) • Website: www.fftlive.org

  25. FFT online – Subject VA summary

  26. FFT online – Subject VA summary

  27. External Forecasting systems:ALIS and ALPS

  28. External forecasting systems: ALIS • A Level Information System (www.cemcentre.org) • Baseline is APS at GCSE (can use a paper test if no scores at GCSE) • Attitudinal questionnaires available – helps teaching and learning and careers • Suggested forecasts for new students – grouped into 4 quartiles based on GCSE APS (Band A: > A/B, Band B: B/C – A/B, Band C: B/C, Band D: <C) • Value-added reports after results

  29. ALIS

  30. External forecasting systems: ALPS • Advanced Level Performance System • Website (www.alps-va.co.uk) • Baseline is GCSE prior attainment. Data sent to Alps for calculation of targets. • Data tables allow a subject to know whether their performance is at the higher, middle, or lower end of achievement when compared with the best achieving providers. • Forecasts provided as minimum target grades. These are derived from the performance of the top achieving colleges. The forecasts are intentionally demanding. • Produces benchmark tables based on value-added:

  31. ALPS and ALIS

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