Explanations? Someone who’s just much better at Maths than Vocabulary. English as a second language. Has ability, but doesn’t read. Stand. Score: 119 Band: A Percentile: 90 Stanine: 8 Stand. Score: 90 Band: C Percentile: 26 Stanine: 4
Communicating with Parents Sending results home to parents is a bad idea. They don’t understand them and it’s a lot of hassle for tutors to deal with them when they ring up or come into school.
MidYIS Process Brief pupils about the test Form tutors and Head of Year Learning supportHoDs Identify and discuss concerns Results information pack to parents Discuss concerns with parents Results publication MISAction Plans Departmental Discussion Departmental spreadsheets Teacher on the chalkface
Differences between MidYIS and Yellis Lots of kids get different results when they do the Yellis test in Year 10 compared to their MidYIS in Year 7. That shows the results are unreliable and just label kids at an early age.
MidYIS/Yellis Differences PupilMidYISBandYellisBand Pupil 1119A118A Pupil 2121A104B Pupil 3110A100B Pupil 4121A123A Pupil 5121A111A Pupil 6111A106B Pupil 7136A125A Pupil 8136A139A Pupil 9121A A Pupil 10104B96C Pupil 11110B103B Pupil 12105B99C Explanations Within the margin of error? Variation in pupil performance on the day? Different cohorts Abilities have developed/not developed.
Mindset Fixed Mindset My intelligence is fixed and can’t be developed. Tests and challenging activities can be a threat to my perception of how clever I am. Growth Mindset My intelligence is not fixed and can be developed. Tests show how far I’ve got and challenging activities give me a chance to learn from my mistakes.
Predictions are inaccurate MidYIS and Yellis predictions are often wrong for my classes. What’s the point of using them for target setting? They’re usually irrelevant and counter-productive.
Yellis Points Predictions (Test score 71% Band A) SubjectNational75 th PercentilePrior Value-Added Art188.8.131.52 Business Studies184.108.40.206 Design220.127.116.11 Drama18.104.22.168 English22.214.171.124 English Lit126.96.36.199 French188.8.131.52 Geography184.108.40.206 History220.127.116.11 ICT18.104.22.168 Maths6.97.1 Music22.214.171.124 P.E.6.66.9 R.E.126.96.36.199 Science188.8.131.52 Additional Science184.108.40.206 Spanish220.127.116.11 Statistics18.104.22.168
Mindset Fixed Mindset I thought I could get an A in this subject, but the chances graphs tell me I’m most likely to get a B. I’m not as clever as I thought I was. I know I’m going to get an A so these graphs are a waste of time. Growth Mindset The most common outcome last year was a B and most of my work has been A- grade so far, so I’m clearly making good progress. What do I have to do to be one of those who get an A*?
Chances Graphs as Tools for Reflection Encourage pupils to ask questions: Which column is the best starting point for discussion? What does my current performance suggest I’m likely to achieve? What quality of work/approach do I need to achieve to get my target grade?
Target Setting Information Year 10 Pupils get... Briefing MidYIS chances graphs for each of their subjects (adjusted) Form period with tutor to discuss A letter sent home with chances graphs and an explanation. Year 10 Teachers get.. MidYIS Score GCSE Points predictions Pupil chances graphs One lesson to discuss and agree targets with pupils.
GCSE Value-Added Results Value-added data is just used as a stick to beat us with. Every year it’s demoralising and doesn’t help us or the kids to improve.
1. Where are we now? 2. Where do we want to be? 3. How will we get there? 4. Has what we've done made a difference? 5. What could we have done better? Managing Improvement CEM Centre info used to inform Analysis CEM Centre info used to inform Evaluation
Questions for GCSE value- added What’s the overall picture (more blobs below or above the line)? Which grades represent good/poor value-added? What’s the picture for each ability band? Who are the outlying individuals and why? What’s the longer-term trend? Has what we have done made a difference? What could we do that will make a difference?
Value-Added Analysis Grantly is right if... Value-added results are the only judge of success; Poor results are seen as the fault of the teacher and good ones as the virtue of the pupils; No plan to identify and work with potential underachievers had been in place; The context is disregarded; Only one year’s results are used as the basis for judgements; No constructive plan for improvement is developed. Grantly is wrong if... Value-added results are the starting point for analysis; The teacher’s honest analysis of the reasons for good/bad performance is accepted; Underachievers have been identified and all possible steps taken to help them; The context is discussed; Trends over at least three years are analysed; An constructive and achievable plan is developed.
How to summon a patronus 1. Have a clear vision of how the information can be used for the benefit of your pupils and choose the pace carefully. 2. Involve parents. 3. Colleagues must want to use the information because it illuminates the Teaching & Learning process in a unique way. 4. Commitment to on-going refreshers and training. 5. Make the information available through MIS and/or school network. 6. Support and leadership from SMT.