Data monitoring and evaluation

DDLSL RAISEonline: an essential tool for school improvement – Primary

Data-literacy is promoted using RAISEonline reports in a CPD training package aimed at school leaders which includes a comprehensive delegate’s handbook for reference. The PowerPoint provides opportunity for interaction with the school’s own RAISEonline report and the anonymous report provided, noting observations in the delegate’s workbook.

• DDLSL RAISEonline: Presentation – Primary

• DDLSL RAISEonline: Presenter’s notes – Primary

• DDLSL RAISEonline: Handouts – Primary

• RAISEonline 2010 Full Report – Primary School

• DDLSL RAISEonline: Delegate's workbook – Primary

• DDLSL RAISEonline: Delegate's handbook – Primary

DDLSL RAISEonline: an essential tool for school improvement – Secondary

Data-literacy is promoted using RAISEonline reports in a CPD training package aimed at school leaders which includes a comprehensive delegate’s handbook for reference. The presentations provide opportunity for interaction with the school’s own RAISEonline report and the anonymous report provided, noting observations in the delegate’s workbook.

• DDLSL RAISEonline: Presentation – Secondary

• DDLSL RAISEonline: Presenter’s notes – Secondary

• DDLSL RAISEonline: Handouts – Secondary

• RAISEonline 2010 Full Report – Secondary School

• DDLSL RAISEonline: Delegate's workbook – Secondary

• DDLSL RAISEonline: Delegate's handbook – Secondary

Achievement in sixth forms

Describes the three main value added systems for judging achievement and standards in a sixth form: Advanced Level Information System (ALIS), Advanced Level Performance System (Alps) and Learner Achievement Tracker (LAT).

Alps benchmarks and database - 2010

Alps (Advanced Level Performance System) is a system of analysis and training used to raise student achievement and participation in post-16 A, AS and BTEC qualifications. This paper describes the Alps database and benchmark data for the A level benchmark.

Average point scores

Describes how the various types of APS are derived: Pupil APS, Subject APS, Overall Key Stage 1 APS and Overall Key Stage 2 APS.

Comparisons

The comparison of pupils' attainment and progress with the expectations and estimates that you have for them and with external benchmarks is a key element of the school evaluation process.

Confidence in results

Describes the concept of confidence in analysing pupil performance.

• Confidence intervals

• Group size and statistical significance

• Describing results and making the correct judgements

• Range of score

Contextual information

Advice on collecting and using contextual information to create a more complete picture of a school and analyse pupil progress.

Contextual value added

Describes a sequence of four steps to show contextual value added for a pupil. Step 1, prior attainment, gives the best estimate of results. Step 2 adds characteristics such as gender and EAL. Step 3 adjusts the estimate based on the school's prior attainment, and Step 4 calculates the contextual value added as the difference between the estimated result and the actual one.

Contextual value added scatter plots

Describes the use of the plots to show results when contextual factors (such as special education needs) have already been taken into account in the graph and so the reasons are more likely to be within the control of the school. RAISEonline results can be filtered to show particular groups.

Contextual value added school score

Explains how the score is affected by the shrinkage factor which draws school scores towards the national mean. Multiplying the average of all pupil scores by the shrinkage factor gives the final school contextual value added measure.

Contextual value added snake plot

Interactive tool to foster understanding of confidence levels and school comparison generally through the contextually value added snake plot. Each school is indicated by its pink confidence interval and schools with small confidence intervals are obscured by the others. The blue line indicates each school's contextual value added score in percentile rank order.

Conversion data

Describes how conversion tables and conversion matrices can show how prior attainment predicts levels, and the kinds of investigations that this may prompt.

Families

Describes how London's 'families' of schools allow comparison of pupil achievement data.

Introduction to Advanced Level Information System

Introduction to the Advanced Level Information System (ALIS), which provides performance indicators for post-16 students across all sectors of education and includes analysis of A level, AS level, Applied A Levels, BTEC National and International Baccalaureate Examinations.

Introduction to CEM Secondary Pre-16 Information Systems

An introduction to the pre-16 information systems from the Centre for Evaluation & Monitoring, including the Middle Years Information System (MidYIS) and Year Eleven Information System (Yellis). These information systems provide innovative tests used to form a baseline for value added measures in secondary schools.

Level analysis

Looking at current attainment by the percentage of pupils achieving a level or grade helps to compare performance, identify improvement and target resources. The data can be displayed in cumulative levels, threshold levels and actual levels.

Matched data

Information on matched data, where individual data about pupils results are matched to their prior attainment and also their background information (gender, ethnicity, etc.).

Mean and median

Description and examples of different analysis techniques for assessing pupil data, looking at median, quartiles and percentiles.

National comparison charts – post-16

Value added charts allowing comparisons of subjects to national performance, showing performance from a range of prior attainments and taking account of any significant difference from the norm.

Ordinal methods

Describes the statistical techniques sometimes used to analyse Key Stage 4 and post-16 data, where point scores are not allocated to grades.

P scales

Information about the P scales, including the background, assessment criteria and the importance of these scales in improving the outcome of pupils. P scales are assessment criteria that have been developed to help assess pupils with special educational needs (SEN) who are working below level 1 of the National Curriculum.

Percentile rank

Describes the effect of percentile rank in attainment and contextual value added.

Performance Indicators in Primary Schools: Feedback report – Key Stages 1 + 2

Report describing the feedback from PIPS assessments available from the end of Year 1 through to the end of Year 6.

Point scores

Describes how the point score is calculated by multiplying the NC level by 6, then adding 3. Point score = (Level × 6) & 3. Point scores are the basis for average point score (APS) analyses.

• Sublevels

• Fine grades

• QCDA post-16

• Rebased post-16

• UCAS tariff

Prior attainment

Describes how using a prior attainment value for a pupil shows the progress made by the pupil and the variation not attributed to prior attainment. It provides a basis for setting the pupil's targets.

Progress chart

Also known as a chances graph and conversion matrix.

Progress in National Curriculum levels

Describes the educational levels in the National Curriculum, which sets standards of attainment for pupils in each subject ranging from levels 1 to 8. For GCSE the range is from A* to G. At the end of each National Curriculum key stage, pupils are expected to reach a certain level.

Question level analysis

A question level analysis makes use of a pupil's response to individual questions from national or optional tests.

• Topic

• Attainment target

• Assessment focus and strand

• Mark point

Regression analysis

Describes linear and multiple regression and their role in comparing performance across schools or other groups of data. A regression line is a line drawn through a scatter plot of two variables. The line is chosen so that it comes as close to the points as possible and shows the best fit of the data points.

Reports and Analysis wizard

Screenshot from RAISEonline Reports and Analysis wizard, showing how it allows practitioners to view all analyses or select analyses.

Residuals and RPIs

Describes residuals in relation to relative performance indicators and how they show departmental and yearly differences in pupil attainment.

• How is a relative performance indicator calculated?

• Why are residuals important?

• What are the RPIs found in RAISEonline?

Scatter plots

Describes the role of scatter graphs in assessing pupil performance and making comparisons.

Statistical neighbours

Describes how the results of neighbouring schools comparable to the school whose performance is being measured can be used to create benchmarks.

Sublevels

Table showing how levels and sublevels correspond to point scores. Sublevels show 1a as strong, 1b as sound and 1c as a weak level 1.

Trend analysis

Explains that trend graphs can use and display data in different ways.

Trend graphs

Describes a sequence of four steps to show contextual value added for a pupil. Step 1, prior attainment, gives the best prediction of results. Step 2 adds characteristics such as gender and EAL. Step 3 adjusts prediction based on the school's prior attainment, and Step 4 calculates the contextual value added as the difference between the predicted result and the actual one. Spreadsheets illustrate the steps but the results there may differ from RAISEonline results.

Value added graphs

Description and examples of value added graphs for analysing pupil attainment.

Guide to SEN and LDD progression data (2009)

Schools, school improvement professionals and local authorities (LAs) can use this guide alongside the 2007 and 2008 progression data sets to benchmark the attainment and progression of learners with special educational needs (SEN) and learning difficulties and disabilities (LDD). This is part of SEN and LDD progression data.

Raising ambition in target setting at a Leicestershire school

This case study looks at how a cross-phase school used the progression materials to raise ambition in target setting for learners with special educational needs (SEN) and learning difficulties and disabilities (LDD). It includes what was done and how, the impact and next steps. This supports SEN and LDD progression data.

• What was done and how: part 1

• What was done and how: part 2

• Impact and evidence

• Next steps

Extending expectations for 14–25-year-olds at a Medway school

This case study looks at how a school with an autistic unit and further education centre extended high expectations for learners with special educational needs (SEN) and learning difficulties and disabilities (LDD). It includes what was done and how, the impact and next steps. This supports SEN and LDD progression data.

• What was done and how

• Impact and evidence

• Next steps

• Other information

• Appendix: Extract from SIPs Annual Summary Report for 2010

Improving assessment, target setting and tracking

This case study looks at how a local authority (LA) worked to improve assessment, target setting and tracking for learners with special educational needs (SEN) and learning difficulties and disabilities (LDD). It includes what was done and how, the impact and next steps. This supports SEN and LDD progression data.

• What was done and how

• Impact and evidence

• Next steps