Category: Data for learning

BELONG - RESPECT - ACHIEVE - ASPIRE

Drive by data – change

This term, my data colleague and I have been working hard on a new, more transparent student estimates and staff estimates system. Made more diffificult by high  student mobility and numerous boarding students without KS2 data. Now before we go on, student estimates and staff estimates are set on different FFT models, and with students we use the…
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12 Oct ’13 0

Leadership of Data ’13

Whether you are a data advocate or not – there is no hiding from the growing importance of school data. If you are an aspiring school leader, data know-how and data know-why are definitely catalysts for professional recognition. If you have been pushed in at the data deep end, future ASCL Leadership of Data conferences…
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28 Sep ’13 0

Driven by data – Action

It’s not about giving the assessments; it’s about doing something about the results. Doug Reeves (2005) Given we have assessed effectively, that is, teachers at least saw the assessment or preferably were part of the assessment design process.  That teachers were confident in marking, with grades moderated, we moved onto analysis. Teachers analysed the student…
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22 Sep ’13 0

Driven by data – Analysis

Before I spend my time writing this post, and possibly a handful of colleagues invest their time reading this post, I need to point that my colleagues and I have not yet finished Step 1 of a Data Driven Leadership approach. We have set out and published our data cycling calendar (back in July). We…
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21 Sep ’13 1

Driven by data – first impressions

Driven by Data: A Practical Guide to Improve Instruction – Paul Bambrick-Santoyo Paul Bambrick-Santoyo is the Managing Director of Uncommon Schools Newark, which is composed of seven North Star Academy schools. During Bambrick-Santoyo’s eight years at North Star, the schools have seen dramatic gains in student achievement. He is also the author of Driven by…
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15 Sep ’13 0

Exams analysis – revising the curriculum

It has been a very busy two days. Presentations, meetings, department time, emergencies, emails, data preparation and a serious sprinkle of reality, reviewing our students reading abilities. To be “functionally” literate you need to have a reading age of 11.  This lead me to explore the reading age of GCSE exam paper, 15 years and…
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3 Sep ’13 1