ATL grades – hard graft
Attitude to learning scores, are they part of your whole school data collection? Why are they part of your assessment procedures? Well I am not in a position to change the WHY we collect ATL grades, we just do, so …
Data for learning
Big data display
Do not get angry with me about the photo. It is not purposefully far away, though not purposefully grainey. At least I do not have to apply a blurring filter. Confidentiality you understand. It is my big data display, my big …
Leading achievement and progress
I would be very surprised if a school leader who is leading achievement and progress, reflected, and suggested that their role was dull. Yes, I spend a good deal of time preparing and exploring data sets, however, its how I …
Levels are too broad a baseline
It would be fair to say I am hooked on data for learning, it is after all my role in school at the moment. At the same time I am acutely aware that data is an acquired taste and for …
Predictive validity of FFT and CATs
The predictive validity of FFT and CATs is basically an extension to the baseline versus aptitude test I have been reviewing the past few days. It is a question of whether a student’s ability to pass a known knowledge test for which …
Baseline versus aptitude
Measuring and analysing achievement and attainment Key Stage 2 to Key Stage 4 is one part of my role. Raising ‘achievement and progress’ is another part. (I am still not sure why we have different wording, but there you go). …
Charts, sample size and labels
You know it’s been an exciting day when you get a post title like the one above and yet, I hope I might be able save my data colleagues some valuable time. Having written (and re-written and updated) my first governors …
FTT and the Creatives
Having only lead the use of data for learning a short period of time, I have already read, heard and felt a degree of distrust in the use of FFT for art and design and other creative subjects. At the …