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Data presentation for minibite

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jorawlings

The document provides information about different metrics and terminology used to evaluate student progress and performance. It includes definitions of terms like average points score, average predicted grade, average target grade, and ALPS (Average GCSE point score linked to expected outcome). It also defines levels of attainment (lower, middle, higher tiers) and how to interpret UMS, UCAS, and SCATT scores. The key information is how to use the data - look for underperformance, trends, compare classes, consider residuals and prediction quality, and use it as a signpost for differentiation and sharing best practices rather than an end in itself.

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Data presentation for minibite
Levels of Progress Expected Progress (3) Good Progress (4) 1 F 1 E 2 E 2 D 3 D 3 C 4 C 4 B 5 B 5 A 6 A 6 A*
It is (almost) ALL about progress
Quick Glossary Average Points Score (APS) Average Predicted Grade (APG) Average Target Grade 34 = D grade 40 = C grade 46 = B grade 52 = A grade 6 points = 1 grade Average difference between what was predicted and what 6 points = 1 grade was achieved. Average difference between what the target grade was and what was achieved. 6 points = 1 grade
Quick Glossary Low Attainers Lower Tier Finished Year 6 below level 4 Middle Tier Finished Year 6 at level 4 Middle Attainers Higher Tier Finished Year 6 above level 4 Higher Attainers
ALPS Average GCSE point Score linked to expected outcome 50 APS = B+ 45 APS = C+
ALPS
Quick Glossary RESIDUAL Performance compared to other subjects PREDICTED ACCURACY Predicted ALPS v Achieved ALPS UCAS v SCATT UCAS = University Points SCATT = Government Points AGREED TARGET Agreed in discussion with student
Less Quick Glossary UMS v UCAS v SCATT UMS = Uniform Mark Scale UCAS = University Points SCATT = Government Points UMS A2 (Out of 600) A*= AS 80%+ A2 90% 480 UMS = A (80%) 420 UMS = B (70%) 360 UMS = C (60%) 300 UMS = D (50%) Can it get more complicated? A - 39/62 (63%) - 80/100 UMS B - 33/62 (53%) - 70/100 UMS C - 27/62 (44%) - 60/100 UMS D - 22/62 (35%) - 50/100 UMS E - 17/62 (27%) - 40/100 UMS UCAS A2 A*= 140 A = 120 B = 100 C = 80 D = 60
NOW OVER TO STEVE.
How to use data?
How to use data? Look for underperformance first Look for trends next - bands, FSM, SEN, EAL Compare classes Take note of residuals Consider quality of predictions
Data Ideas? Talk about it with the student... Use for RAG rating i.e. seating plans, PLCs etc Think about differentiation Think about sharing good practice REMEMBER...It is a signpost not an end in itself!

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Data presentation for minibite

  • 2. Levels of Progress Expected Progress (3) Good Progress (4) 1 F 1 E 2 E 2 D 3 D 3 C 4 C 4 B 5 B 5 A 6 A 6 A*
  • 3. It is (almost) ALL about progress
  • 4. Quick Glossary Average Points Score (APS) Average Predicted Grade (APG) Average Target Grade 34 = D grade 40 = C grade 46 = B grade 52 = A grade 6 points = 1 grade Average difference between what was predicted and what 6 points = 1 grade was achieved. Average difference between what the target grade was and what was achieved. 6 points = 1 grade
  • 5. Quick Glossary Low Attainers Lower Tier Finished Year 6 below level 4 Middle Tier Finished Year 6 at level 4 Middle Attainers Higher Tier Finished Year 6 above level 4 Higher Attainers
  • 6. ALPS Average GCSE point Score linked to expected outcome 50 APS = B+ 45 APS = C+
  • 8. Quick Glossary RESIDUAL Performance compared to other subjects PREDICTED ACCURACY Predicted ALPS v Achieved ALPS UCAS v SCATT UCAS = University Points SCATT = Government Points AGREED TARGET Agreed in discussion with student
  • 9. Less Quick Glossary UMS v UCAS v SCATT UMS = Uniform Mark Scale UCAS = University Points SCATT = Government Points UMS A2 (Out of 600) A*= AS 80%+ A2 90% 480 UMS = A (80%) 420 UMS = B (70%) 360 UMS = C (60%) 300 UMS = D (50%) Can it get more complicated? A - 39/62 (63%) - 80/100 UMS B - 33/62 (53%) - 70/100 UMS C - 27/62 (44%) - 60/100 UMS D - 22/62 (35%) - 50/100 UMS E - 17/62 (27%) - 40/100 UMS UCAS A2 A*= 140 A = 120 B = 100 C = 80 D = 60
  • 11. How to use data?
  • 12. How to use data? Look for underperformance first Look for trends next - bands, FSM, SEN, EAL Compare classes Take note of residuals Consider quality of predictions
  • 13. Data Ideas? Talk about it with the student... Use for RAG rating i.e. seating plans, PLCs etc Think about differentiation Think about sharing good practice REMEMBER...It is a signpost not an end in itself!