1. Using Data to Inform Learning Alicia Mc Williams MSc BEd PGCE

2. Enrolment 1406 Intake of A to B2 Thornhill College All Girls Grammar School Suburbs of Derry City

3. Using Data to Inform Learning “The Power to make 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

4. Use of all assessment information and comparative data to inform teaching and learning Assessment Policy Sept. 2006 Using Data to Inform Learning To understand individual pupil potential and learning styles To inform teacher decision making and target setting Informs Senior Management Use

5. Using Data to Inform Learning External Results 11+ CATS Key Stage 3 Baseline Data Record CAT Reason with and manipulate different types of symbols Verbal Quantitative Non Verbal

6. Cats Year 10 Stanine (Level) Standard Age Score Key Stage 3 Predicted Results Using Data to Inform Learning V SAS Q SAS NV SAS 110127125 112114113 127122111 115102119 VQN 698 777 986 758 EMS 677 676 676 676 Name Pupil A Pupil B Pupil C Pupil D

7. Using Data to Inform Learning Year 10 VQNV 698  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

8. Individual Pupil Profiles Using Data to Inform Learning 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 3588

9. Standard Age Scores with 90% Confidence Band 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 Using Data to Inform Learning  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

10. High verbal and high non verbal SAS Pupil A Low verbal and non verbal SAS High non verbal and low verbal SAS High verbal and low non verbal SAS Diagnosis using Performance Analysis Using Data to Inform Learning

11.  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

12. Planning or Illustrative Tool Using Data to Inform Learning 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

13. Identification of Learning Needs Using Data to Inform Learning

14. Comparison of Intake VerbalQuantitativeNon-Verbal  Picture of ability over time  Monitor changes of Intake over time 20052006

15. Using Data to Inform Learning Comparison of Key Stage 3 CATS under-predicted in the higher levels in all Key Stage 3 Subjects EnglishMaths Science

16. Using Data to Inform Learning 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

17. Using Data to Inform Learning 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