Using Data to Inform Learning
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Transcript of Using Data to Inform Learning
Using Data to Inform LearningAlicia Mc Williams MSc BEd PGCE
Enrolment 1406
Intake of A to B2
Thornhill College
All Girls Grammar School
Suburbs of Derry City
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decisions about children’s learning requires the best possible information about what has been learned and what remains to be learned”Alastair Walker, Retired Head of Education Services at CCEA
best possible information
Use of all assessment information and comparative data to inform teaching and learning Assessment Policy Sept. 2006
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•To understand individual pupil potential and learning styles
•To inform teacher decision making and target setting
•Informs Senior Management
Use
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External Results
11+CATS
Key Stage 3
Baseline Data Record
CAT
Reason with and manipulate different types of symbols
Verbal
Quantitative
Non Verbal
Cats Year 10
Stanine
(Level)
Standard Age Score
Key Stage 3 Predicted Results
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V SAS
Q SAS
NV SAS
110 127 125
112 114 113
127 122 111
115 102 119
V Q N
6 9 8
7 7 7
9 8 6
7 5 8
E M S
6 7 7
6 7 6
6 7 6
6 7 6
Name
Pupil A
Pupil B
Pupil C
Pupil D
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Year 10
V Q NV
6 9 8
High levels of Non-Verbal
Highly verbal materials may overwhelm – may need help to improve reading and language development.
May achieve better with more diagrams, manipulation of objects or practical experiments
Target Setting
Individual Pupil Profiles
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Battery
Verbal
Quantitative
Non Verbal
Attempts
49
58
61
% Attempts
63%
100%
92%
Raw Score Total
29
41
46
% Correct
59%
71%
75%
SAS
83
101
103
35 88
Standard Age Scores with 90% Confidence Band
SAS 60 70 80 90 100 110 120 130 140
SAS 60 70 80 90 100 110 120 130 140
1 2 3 4 5 6 7 8 9
Stanine ranges and interpretation
2 & 3 Below
Average
7 & 8 Above
Average
4, 5 & 6 Average
1 Very Low
9 Very High
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Higher order problem solving, summarising, inferring and predicting.
Visual problems & notational systems.
Shape & space – charts, graphical data, map reading.
Pupil Profile - Distinct
Check number of attempts and percentage correct
Examine all relevant evidence
Practice detecting inconsistencies
High verbal and high non verbal SAS
Pupil ALow verbal and non verbal SAS
High non verbal and low verbal SAS
High verbal and low non verbal SAS
Diagnosis using Performance AnalysisU
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Likely to be good in English & History where verbal skills are to the fore
Active talkers, discussion work, writing work, word games, personalised essays
Need support in Science, technology or Geography with visual work such as interpreting diagrams.
Informed Teaching
See solutions to problems but lack well developed skills to communicate their solutions
Could become frustrated easily and develop behaviour problems
May be kinaesthetic learners
Planning or Illustrative Tool
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V 130
NV 102
V 102
NV 115
V 98
NV 115
Q near 98
V 98
NV 115
V 98
NV 115
Q near 115
Class 4
60708090
100110120130140150
60 70 80 90 100 110 120 130 140 150
Verbal
No
n V
erb
al
Identification of Learning NeedsClass 1
60
70
80
90
100
110
120
130
140
150
60 70 80 90 100 110 120 130 140 150
Verbal
No
n V
erb
al
Class 3
60708090
100110120130140150
60 70 80 90 100 110 120 130 140 150
Verbal
No
n V
erb
al
Class 2
60708090
100110120130140150
60 70 80 90 100 110 120 130 140 150
Verbal
No
n V
erb
al
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CAT Quantatitive Comparison of Intake '02 to '06
0
5
10
15
20
25
30
35
40
45
2 3 4 5 6 7 8 9
Quantatitive Stanine
Per
cen
tage
of
pu
pils
2002
2003
2004
2005
2006
CAT Verbal Comparison of Intake from '02 to '06
0
5
10
15
20
25
30
35
40
45
2 3 4 5 6 7 8 9
Verbal Stanine
Per
cen
tage
of
pu
pils
2002
2003
2004
2005
2006
CAT Non Verbal Comparison of Intake '02 to '06
0
5
10
15
20
25
30
35
2 3 4 5 6 7 8 9
Non Verbal Stanine
Per
cen
tage
of
pu
pils
2002
2003
2004
2005
2006
Comparison of Intake Verbal Quantitative Non-Verbal
Picture of ability over time
Monitor changes of Intake over time
Comparison of Stanines
05
10152025303540
2 3 4 5 6 7 8 9
2005 Stanines
Per
cen
tag
e o
f p
up
ils
Verbal
Quantitative
NonVerbal
Comparison of CAT Stanines
0
10
20
30
40
50
2 3 4 5 6 7 8 9
2006 Stanines
Perc
en
tag
e o
f p
up
ils
Verbal
Quantitative
NonVerbal
2005 2006
English KS3 Comparison of Predicted Levels with Actual
0
20
40
60
80
5 6 7
Level
Per
cen
tag
e o
f p
up
ils
Yr 8 Predicted
Yr 10 Predicted
Yr 10 Actual
KS 3 Maths Comparison of Predicted with Actual
0
10
20
3040
50
60
70
5 6 7 8
Level
Per
cen
tag
e o
f p
up
ils
Yr 8 Predicted
Yr 10 Predicted
Yr 10 Actual
Science Comparison of Predicted with Actual
01020304050607080
5 6 7 8
Level
Per
cen
tag
e o
f p
up
ils
Yr 8 Predicted
Yr 10 Predicted
Yr 10 Actual
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Comparison of Key Stage 3
CATS under-predicted in the higher levels in all Key Stage 3 Subjects
English Maths
Science
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Future Plans
Use Performance Analysis to:
Compare outcomes of actual GCSE results with CAT predicted results
Compare GCSE results with A Level results against NI Average
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Bibliography
‘Cognitive Abilities Test 3 Administration Manual’ Nfer Nelson
‘Getting the Best from CAT’ Nfer Nelson
Acknowledgements
With thanks to:
Mr Jack Gillen c2k
Mrs Lyn McCullagh c2k
Mr Michael Burns WELB
Mrs Catherine Loughrey WELB