Effectively using data
With so much data available to teachers in schools, are we actually using it as effectively as we could? Are we being reactive or proactive with data? Are we simply ‘doing’ data or using it to improve the teaching and learning in classrooms? In this INSET, teachers were showcased how to use data effectively in classrooms, how to collate data to improve your teaching, how to review data, how to use key materials like transitions matrices and how to share all of this with students.
Jack Wainwright – Question Level Analysis
5 steps to starting and using QLA.1. You need to have an assessment for the class that they will sit at the end of a unit or topic. Assessment should aim to cover as much content and as many skills as possible. An old exam paper or exam style questions would be perfect.
2. Identify the content of each question and any skill that is used. Place these as the headings in your spread sheet.
3. Input student names and additional details (target grade, prior attainment, FSM, PP, SEN etc.)
4. Mark assessment and input scores for each question onto the spread sheet. Use conditional formatting to help colour code the scores (Green for 75% etc.)
5. Analyse the data of your group and compare with that of parallel groups and above and below. Identify areas of weakness that can be addressed during a reteach period and in everyday teaching
Pete Jordan – Successful Pupil Progress Review Meetings (PPRMs)
Top 6 things to make a successful PPRM:
1. Preparation, Preparation, Preparation:
2. Have data analysed in advance.
3. Come with some discussion points in mind.
4. Come with ideas for reteach/what to do next in mind.
5. Keep focused! Don’t get bogged down with trivial points.
6. Agree concrete, time scaled action points
Stuart Parkes – Keeping class data simple