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					Making Sense of Data
     in History
    How to make effective use of data
  to set targets and review performance




             Heather Scott
         Liverpool – March 2007
Introduction
  • A practical workshop for teachers of History
  • Access to website to download materials used
  • List of useful websites


  • An enjoyable day when we all learn something new about
    data … and we feel ready and able to use that knowledge
    tomorrow.




             Heather Scott   HA   Spring 2007                 2
   Overview
        • If we learn one thing, it is that data is just that… data
        • What we do with it, is what matters
        • Just having a huge file of data, does not by itself mean
          that standards will rise


                                    Data                       Impact
Today’s course ……          Why?                      Targets




                    Heather Scott   HA     Spring 2007                  3
Heather Scott   HA   Spring 2007   4
Introduction                                  Why?



  • The Key Elements of Success in History
  • From attainment to achievement
  • Teaching and Learning
  • Inclusion
  • Assessment




           Heather Scott   HA   Spring 2007          5
Introduction                                          Why?



  •   The Key Elements of Success in History
      •   From attainment to achievement – a new measure of success
      •   Value – added…. What does this really mean?
      •   What does attainment meant?
      •   So then what is achievement?
      •   So what is success in History anyway?
      •   And how does this relate to data?




               Heather Scott   HA   Spring 2007                       6
Introduction                                             Why?



  • Teaching and Learning – measuring impact and
    driving up standards
     •   Media interest and focus – Nazification
     •   Compulsory History?
     •   TLRs – is this really new?
     •   Impact – it could just be a cattle prod and a computer….?
     •   Ofsted inspections ….. and self evaluation
          • What is the impact?
          • How do you know?
          • Show me?




              Heather Scott   HA   Spring 2007                       7
Heather Scott   HA   Spring 2007   8
Introduction                                      Why?



  •   Inclusion – making sure all students achieve
      •   Every Child Matters
      •   Differentiation
      •   Focus and challenge
      •   Close monitoring and evaluation
      •   Be prepared to change … frequently




               Heather Scott   HA   Spring 2007          9
Heather Scott   HA   Spring 2007   10
Introduction                                               Why?



  •   Assessment in History
      • For and against….
      • FOR
          • You need to know that you are making a difference
          • Students and parents/carers need to know too
          • You can form and shape future development of every child


      • AGAINST
          • Is this a big stick?
          • Competency?? Performance Management?? UPS??
          • Don’t they trust my professional judgement?




              Heather Scott   HA   Spring 2007                         11
                                               Data


So what is data anyway?
  • Making Effective Use of Performance Data
  • Range of Data available
  • How will having more data improve my teaching of
    History?
  • How can I use this knowledge to drive up
    standards?




           Heather Scott   HA   Spring 2007            12
                                                     Data


So what is data anyway?
  • Making Effective Use of Performance Data
  • What does data really mean?
  • What is data anyway and why is it important?
  • As professional practitioners, we need to know that we are
    having an impact – and we need to be able to measure
    that impact
  • Schools are measured against the progress they and other
    similar schools make – this is called PANDA.
  • Schools receive a huge pack of information about the
    progress made by their students every year, guess what
    it’s called? Very original – the Autumn Pack!!



             Heather Scott   HA   Spring 2007                13
                                                        Data


So what is data anyway?
  • Range of Data (1) – Autumn Pack
  • What does the Autumn Pack do to help us?
  • It contains the school’s performance data, in KS3, KS4
    and KS5, and shows how much progress has been made
    for all in the last set of public examinations (the previous
    summer).
  • Predictions for future performance can be made from it.
  • Received in schools in late autumn, it is used to assist us
    in target-setting for students…. But if it’s so late, what are
    we doing in the meantime? ..\..\2005-6 markbook\KS3
     Projections & Targets 2005-2006\Y9\History\9G.Hi1.xls



              Heather Scott   HA   Spring 2007                     14
                                                       Data


So what is data anyway?
  • Range of Data (2) – PANDA
  • What does the PANDA do to help us?
  • It contains the school’s performance data, in KS3, KS4
    and KS5, and shows the Contextual Value Added
    performance of the students in the most recent cohort.
  • Heads of department can compare their subject’s
    performance against others and look for significant
    upward or downward trends.
  • Received in schools in late autumn, it is used to assist us
    in reviewing subject performance …. Again, if it’s so late,
     what are we doing in the meantime?



             Heather Scott   HA   Spring 2007                     15
Heather Scott   HA   Spring 2007   16
                                                         Data


So what is data anyway?
  • Range of Data (3) – CATs
  • What do the CATs Tests do to help us?
  • These are COGNITIVE APTITUDE TESTS taken by students
    in Year 7, as soon as possible after entry to the school
  • When analysed, the results show a student’s aptitude for
     Verbal, Non-verbal and Quantitative tests, together with
     an overall mean.
  • Predictions for future performance can be made from it.
  • Received in schools in late autumn, it is used to assist us
     in target-setting for students…. Again if it’s so late, what
     are we doing in the meantime?



              Heather Scott   HA   Spring 2007                      17
                                                      Data


So what is data anyway?
  • Range of Data (4) – KS2 SATs
  • What do the KS2 SATs Tests do to help us?
  • These are KS2 SATs taken by students in Year 6, prior to
    joining us in secondary school.
  • We receive data from primary schools during the autumn
    term. They tell us how well the student has performed in
    English, Maths and Science.
  • Predictions for future performance can be made from it.
  • Which bits do we really need in History to give us a
    projection of future History performance?




             Heather Scott   HA   Spring 2007                  18
                                                      Data


So what is data anyway?
  • How will having more data improve my teaching?
  • Having more data should make your department more
    focussed on cohorts of under-achieving or at risk
    students.
  • Having this knowledge should mean that you can use
    strategic interventions to halt any decline and focus on
    key areas of weakness, so that every child’s progress can
    be maximised.
  • Just having the data is not enough. You really have to get
    to grips with using it. (That’s where your next bit of this
    workshop comes in!)




             Heather Scott   HA   Spring 2007                   19
Heather Scott   HA   Spring 2007   20
                                                    Data


So what is data anyway?
  • How can I use this knowledge to drive up
    standards?
  • If you have used the data to target specific students or
    cohorts of students, e.g. ethnic groups, gender groups,
    EAL groups, then you will undoubtedly drive up standards
    because you have identified a strategy to improve their
    knowledge.
  • Ask your neighbour what data they possess at school for
    their students. Then ask them what they DO with it?
  • Share data experiences with whole group – are we driving
    up standards, because we have data? Or are we missing
    the point?


             Heather Scott   HA   Spring 2007                 21
Heather Scott   HA   Spring 2007   22
                                                       Targets



Making sense of the numbers!
  • Practical Workshop 1 – Interpreting History Data to
    identify Strengths and Weaknesses


  • Activity 1
     • Using copy sheet provided, would this help you to predict
       performance in History?
     • Remind ourselves of the points score and what this means.
       Not easy to remember the formula, you might need to keep it
       as a Post-it note!
     • Look at how much progress is “expected”……!




             Heather Scott   HA   Spring 2007                        23
Heather Scott   HA   Spring 2007   24
                                                           Impact


Making more sense of it!
  • Data: From Analysis to Interpretation – making an
    impact
     • Way back at the beginning of the day, we talked about having
       a big file and that just having the file would NOT have an
       impact.
     • How do we change our mindsets?
     • Isn’t data an admin job?
     • How does this fit with Teaching and Learning Responsibilities
       (TLRs)?




             Heather Scott   HA   Spring 2007                          25
Heather Scott   HA   Spring 2007   26
                                                                    Impact


Making more sense of it!
  • Setting targets
     • Fischer Family Trust – a charity based in Cowbridge which has
       a massive amount of data on items like ethnicity, postcode,
       poverty index, prior attainment data, etc.
     • It uses a secret formula (not even the DfES know it) and
       produces predictions for student performance based on that
       formula
     • There are 4 basic comparisons:
          •   A – progress made by all students nationally
          •   B - progress made by students in similar schools
          •   C – consistent with progress needed to reach LEA targets
          •   D – similar to progress made by the top 25% of schools nationally
      • FFT now being used by DfES to support e-PANDA analysis
        and to compare contextual value added data.
      • FFT KS4Est_AY2005-06_SBJ_PUP_B.PDF.pdf



                Heather Scott   HA   Spring 2007                              27
                                                        Impact


Making more sense of it!
  • Setting targets
     • YELLIS is the “Year 11 Information System” produced
       and managed by CEM
     • Students complete a questionnaire during an hour’s
       lesson.
     • Tests are sent to the YELLIS team for marking.
     • student-level, subject-level and school-level data results
       sent back.
     • Used by 1,300 secondary schools nationally, with
       200,000 students
     • Reasonably priced to give more up to date data than
       CATs.


             Heather Scott   HA   Spring 2007                    28
                                                             Impact


Making more sense of it!
  • Reviewing targets
     • Having the data, in whatever form, is just a measure. It’s how
       you use it that matters, as we keep saying!
     • Look for the document, Year 11 gold blue red. Very colourful!!
     • Gold, red, blue groups Year 11 gold blue red.xls
     • Gold for the “bankers”, who are definitely going to get 5 x A*-C
       grades
     • Red for those of concern, who should be getting the 5 x A*-C
       benchmark grades, but are not performing well
     • Blue for those who, despite our best efforts, are not capable of
       getting 5 x A*-C grades.
     • Discuss with your neighbour whether you could use this in your
       department.



             Heather Scott   HA   Spring 2007                         29
Heather Scott   HA   Spring 2007   30
                                                            Impact


Making more sense of it!
  • Reviewing targets
     • Good evidence for the SEF is the way you review targets and
       performance in your department.
     • Locate the document, KS3 Audit.KS3Audit.doc
     • Completing this document at the end of every academic year
       will help to show you any areas for development, as well as
       celebrate the areas where your department is doing really well.
     • Share with your Link Manager at school, show how well you
       are leading and managing, and earning those TLRs.
     • Locate the document KS4 History 2004. KS4 History Review
       2004.doc
     • Completing this document during August, or early September,
       will help you to report your successes to the SLT. It will also
       show you whether your curriculum/specification is aimed
       accurately at serving your students. Is it time to change?



              Heather Scott   HA   Spring 2007                       31
                                                            Impact


Making more sense of it!
  • Evaluating the impact of data on Teaching and
    Learning
     • If your school has undertaken some testing of students’
       preferred learning styles, and shared it with you, you might
       consider creating columns/boxes which show which style
       dominates a particular teaching group.
     • If your data shows that Afro-Caribbean girls are under-
       achieving, consider holding a lunchtime “drop in” focus group,
       where students can tell you honestly (don’t get offended!) what
       they like/dislike about History.
     • If your data shows that Bangladeshi boys are out-performing
       all other groups, consider issuing a questionnaire to them,
       asking them what they like about the lessons, what they would
       like to change.
     • This sort of questionnaire is especially good for groups at the
       end of a unit/term.


              Heather Scott   HA   Spring 2007                       32
Heather Scott   HA   Spring 2007   33
Ten Practical Tips
  1. Use your laptop/desktop as a filing cabinet of resources,
     especially for assessment and monitoring
  2. Ensure your own ICT skills are practised – ask for more
     INSET if you are unsure
  3. Share resources across and outside the department
  4. Become a friend to the Data Manager and ask for all data
     electronically
  5. Download the SEF and start to complete it for your own
     department




             Heather Scott   HA   Spring 2007                    34
Ten Practical Tips
  6. Use the Ofsted Data documents (download from their
    website) and learn more about how to predict
    performance from grades
  7. Share your new knowledge with your department
  8. Check that your students are making progress in every
     lesson
  9. Review your assessment tasks and activities in your
     department – are they a coherent pathway through the
     Key Stages?
  10.Arrange peer observations throughout your department
    and ask for SLT to come and assist you



             Heather Scott   HA   Spring 2007                35
Summary
 •   An enjoyable day when we all learn something new about data …
     and we feel ready and able to use that knowledge tomorrow.


 •   What will   YOU use tomorrow?
 •   THANK YOU. ..\..\..\Desktop\Friday_vs_Monday_1.wmv


 •   You are very welcome to contact me at any time to discuss
     data/History issues, or to ask me questions! My email address is
     h.e.scott@ntlworld.com




                 Heather Scott   HA   Spring 2007                       36
Where to Get More Information
  •   Useful websites and contacts:
       •   ALPS – www.alkemygold.co.uk; 92 Thornhill Avenue,
           Huddersfield, HD3 3DG. Tel: 01848 300687; email: info@alps-
           va.co.uk
       •   CEM – Training centre for data; www.cemcentre.org/inset; email:
           graham@gloach.freeserve.co.uk.
       •   FFT – www.fischertrust.org/performance
       •   YELLIS – www.yellisproject.org/; email:
           Jill.McKenna@cem.dur.ac.uk;
       •   MIDYIS – http://midyis.cem.dur.ac.uk;
       •   NFER-NELSON – www.nfer-nelson.co.uk/cat; Tel: 0845 602 1937
           to order CATs tests and publications.
       •   OFSTED – www.ofsted.gov.uk; Publications can be downloaded
           free from their website; we have been using the Data Module,
           training materials for interpreting the PANDA report.



                Heather Scott   HA   Spring 2007                         37

				
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