1. Experienced Users of Alis
Peter Hendry: CEM Consultant
Experienced Users of Alis
CEM SECONDARY CONFERENCE
9th June 2010

2. WORKSHOP THEMES:
INTAKE PROFILES
‘PREDICTIVE’ DATA
TARGET SETTING
DEPARTMENT SELF-EVALUATION: some suggestions

3. INTAKE PROFILES
National Quartile Ability Bands

6. Comments?

7. B. ‘PREDICTIVE’ DATA Economics Art and design: photo Psychology
Computing
Geography
French
Maths
Physics
Eng Lit

9. Discussion: ‘predictive’ data
Refer to the ALIS data on the next 5 slides.
Does the data show any ‘warnings’ about future potential achievement?
Based only on the information provided, what would be realistic subject targets for the students, and why?

10. Student 1
Student 1
Student 2

11. Student 3

12. Student 3

13. Student 4

14. Student 4

15. Discussion: predictive data
From your perspective, assess the merit of each type of predictive data and the associated chances graphs (previous slides)
Which type of predictive data do you use to set targets, and why?

16. Target Setting would probably involve:
C. TARGET SETTING*
Target Setting would probably involve:
Using reliable predictive data and chances graphs
Dialogue between the users: teachers, parents and students? (empowering, ownership, and taking responsibility)
The use of professional judgement……..
*minimum acceptable grade, most likely grade, aspirational grade

17. …….giving due consideration to:
student background/home life

18. Use PARIS to generate prior value added predictions)
Discuss with students, using professional judgement and the chances graphs, adjust target grade
Calculate the department’s target grades from the addition of individual pupil’s targets

19. Surname
Forename
Score
Uncapped Pred
Grade
Adj Uncapped Pred
Adj Prediction
Final ‘target’ 1
7.7
127.1 A
145.8
140 A* 2
6.1
98.8 B
117.6 3 6
97.1
115.8 4
6.9
113
131.7 5
5.5
88.2 C
107 7
7.5
123.6
142.3 8
6.6
107.7
126.4
Subject
Score
Prediction
CloseGrade
AdjPrediction
AdjCloseGrade
(A2) Business Studies: Single
6.1
91.6
B/C 95 B
(A2) Art and Design
98.8
117.6 A
(A2) History Of Art
95.4
(A2) Geography
89.2
90.5

20. Discussion: setting targets
Assess the merits and concerns you may have with this value-added model of setting targets
Assess the importance of your students’ involvement as part of the target setting process
Are parents informed or even involved as part of the process and outcome? If not, why?

21. D. DEPARTMENT SELF-EVALUATION: GETTING INTO THE DATA: dept A
Discussion 4: COMMENTS ?

22. In the years 2002 and 2003 what issue for department self evaluation was raised by the band A students?
How had the performance of the band A students changed by 2006?

23. by Alis cohort: 3yr Av Std Resid (80th percentile)
WHICH VALUE ADDED DATA DO I USE?
by Alis cohort: 3yr Av Std Resid (80th percentile)
by type of institution: 3yr Av Std Resid (90th percentile)

24. by syllabus: 3yr Av Std Resid (50th percentile)
Discussion: which value-added data?
With reference to this slide and the previous one:
State the main conclusions that can be interpreted from this data.
Should one ‘select’ certain value added data as part of self-evaluation?
What other value-added data is available?