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Dealing with the Dementors
There’s nothing new under the sun.
I’m an experienced teacher. I know my pupils and I don’t need any data to tell me anything useful about them.
Top of confidence limit
Bottom of confidence limit
Top of confidence limit
Bottom of confidence limit
Bands, percentiles, standardised scores…
0
50 60 70 80 90 100 110 120 130 140 150
Standardised scores
DC B
A
105 20 301 40 90 958070 996050Percentiles:
Top 50% of the sample
Top 5% of the sample
50 60 70 80 90 100 110 120 130 140 150
Standardised Test Score
Stanine 1
2 3 4 5 6 7 8 9
4% 4 % 7% 7% 12% 12% 17% 17% 20%
Explanations?
Someone who’s just much better at Maths than Vocabulary.
English as a second language.
Has ability, but doesn’t read.
Stand. Score: 119Band: APercentile: 90Stanine: 8
Stand. Score: 90Band: CPercentile: 26Stanine: 4
Communicating with Parents
Sending results home to parents is a bad idea. They don’t understand them and it’s a lot of hassle for tutors to deal with them when they ring up or come into school.
MidYIS ProcessResults
publication
Differences between MidYIS and Yellis
Lots of kids get different results when they do the Yellis test in Year 10 compared to their MidYIS in Year 7. That shows the results are unreliable and just label kids at an early age.
MidYIS/Yellis Differences
Pupil MidYIS Ban
dYelli
sBan
dPupil 1 119 A 118 APupil 2 121 A 104 BPupil 3 110 A 100 BPupil 4 121 A 123 APupil 5 121 A 111 APupil 6 111 A 106 BPupil 7 136 A 125 APupil 8 136 A 139 APupil 9 121 A 121 APupil 10 104 B 96 CPupil 11 110 B 103 BPupil 12 105 B 99 C
Explanations Within the
margin of error? Variation in pupil
performance on the day?
Different cohorts Abilities have
developed/not developed.
Mindset
Fixed Mindset My intelligence is
fixed and can’t be developed. Tests and challenging activities can be a threat to my perception of how clever I am.
Growth Mindset My intelligence is
not fixed and can be developed. Tests show how far I’ve got and challenging activities give me a chance to learn from my mistakes.
Predictions are inaccurate
MidYIS and Yellis predictions are often wrong for my classes. What’s the point of using them for target setting? They’re usually irrelevant and counter-productive.
Yellis Points Predictions (Test score 71% Band A)Subject National 75th Percentile Prior Value-Added
Art 6.6 6.9 7.1
Business Studies 6.4 6.7 6.3
Design 6.4 6.7 7.4
Drama 6.5 6.7 6.8
English 6.6 6.8 7.0
English Lit 6.5 6.8 6.9
French 6.3 6.5 7.1
Geography 6.7 6.9 7.6
History 6.6 6.9 7.4
ICT 6.7 6.9 5.5
Maths 6.9 7.1 7.1
Music 6.5 6.8 6.0
P.E. 6.6 6.9 6.9
R.E. 6.9 7.2 6.8
Science 6.6 6.8 7.1
Additional Science 5.5 5.7 6.2
Spanish 6.4 6.6 7.5
Statistics 6.5 6.7 6.4
MidYIS Chances Graphs Yellis Chances Graphs
Chemistry English
Geography MathematicsAdjustable for:•Upper Quartile of Schools•Previous Value-Added Performance•Teacher’s Own Adjustment
Mindset
Fixed Mindset I thought I could get
an A in this subject, but the chances graphs tell me I’m most likely to get a B. I’m not as clever as I thought I was.
I know I’m going to get an A so these graphs are a waste of time.
Growth Mindset The most common
outcome last year was a B and most of my work has been A-grade so far, so I’m clearly making good progress. What do I have to do to be one of those who get an A*?
Chances Graphs as Tools for Reflection
Encourage pupils to ask questions: Which column is the best starting
point for discussion? What does my current performance
suggest I’m likely to achieve? What quality of work/approach do I
need to achieve to get my target grade?
Target Setting Information
Year 10 Pupils get ... Briefing MidYIS chances
graphs for each of their subjects (adjusted)
Form period with tutor to discuss
A letter sent home with chances graphs and an explanation.
Year 10 Teachers get .. MidYIS Score GCSE Points
predictions Pupil chances graphs One lesson to discuss
and agree targets with pupils.
GCSE Value-Added Results
Value-added data is just used as a stick to beat us with. Every year it’s demoralising and doesn’t help us or the kids to improve.
Managing Improvement
CEM Centre info used to inform Analysis
CEM Centre info used to inform Analysis
CEM Centre info used to inform Evaluation
CEM Centre info used to inform Evaluation
Questions for GCSE value-added
What’s the overall picture (more blobs below or above the line)?
Which grades represent good/poor value-added?
What’s the picture for each ability band? Who are the outlying individuals and why? What’s the longer-term trend? Has what we have done made a difference? What could we do that will make a
difference?
Band A≥ 62%
Band B50%
Band C39%
Band D
<39%
Value-Added Analysis
Grantly is right if ... Value-added results are the only
judge of success; Poor results are seen as the
fault of the teacher and good ones as the virtue of the pupils;
No plan to identify and work with potential underachievers had been in place;
The context is disregarded; Only one year’s results are used
as the basis for judgements; No constructive plan for
improvement is developed.
Grantly is wrong if ... Value-added results are the
starting point for analysis; The teacher’s honest analysis
of the reasons for good/bad performance is accepted;
Underachievers have been identified and all possible steps taken to help them;
The context is discussed; Trends over at least three
years are analysed; An constructive and
achievable plan is developed.
How to summon a patronus
1. Have a clear vision of how the information can be used for the benefit of your pupils and choose the pace carefully.
2. Involve parents.3. Colleagues must want to use the information
because it illuminates the Teaching & Learning process in a unique way.
4. Commitment to on-going refreshers and training.5. Make the information available through MIS and/or
school network.6. Support and leadership from SMT.
