The ‘Attitude to Learning’ effort continues. ATL bands are now in SIMs. They will appear on reports going out this week and next and the assemblies start tomorrow. Some colleagues might say that we are ‘presenting’ the ‘Stars and bars’ ATL …
So the data has been interrogated and discussed. It has been prepared and shared with those who can use it to make a difference. It is important to know that the bands are calculated employing statistical principals and as a result each cohort …
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 …
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 …
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 …
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). …
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 …
Having spent some time understanding and sharing the impact of KS2 APS it was very reassuring to watch our Director of Progress introduce an academic mentoring programme that introduced an assessment flightplan based on student prior attainment and expected attainment. …
