Using data effectively to inform

teaching and learning Claire Dunn, International Manager

GL Education

Claire.dunn@gl-education.com

Markers and flags….

What makes most impact in the

classroom (or the pool)?

But also consider…

Cost of implementation?

Evidence reliability?

Impact (+ “months impact”)

1. Feedback (+ 8)

2. Meta-cognition (+8)

3. Parental involvement (+3)

4. Smaller Classes (+3)

5. Learning styles (+2)

6. Ability Grouping (-1)

www.educationendowmentfoundation.org.uk

Key factors affecting

attainment

● Effective feedback

● Meta-cognition skills

● Parental involvement

….and not forgetting self-efficacy

Back to the pool…

…and assessments should

support this

“Assessment should improve learning, not just

measure it” – Daisy Christodoulou

Source: Making good progress? The future of Assessment for Learning

Assessments

FOR learning

not

Assessments OF

learning

Standardised

formative

assessments

Pro

gre

ss o

f le

arn

ing

How to reach full potential?

Attainment in

line with

potential

Check points along

the way

Issues identified &

interventions

implemented

Learning and

progress on track

Joe

Informed picture of

each child for the

best possible start

at school

Primary and secondary years

The Growth Mind-set…

https://www.youtube.com/watch?v=Yl9TVbAal5s

Praise for

“process” not

intelligence!

“Feedback”

and….

What is CAT4?

An assessment of reasoning

that helps identify pupils’

developed abilities and likely

academic potential.

Verbal Reasoning

Thinking with “words”

Quantitative Reasoning

Thinking with “numbers”

Spatial Reasoning

Thinking with “shapes and space”

Non-Verbal Reasoning

Thinking with “shapes”

What does CAT4 consist of?

Using data from CAT4

Future

Planning

Immediate

Impact

Past

Evaluation

SAS of 100 is average for a student of their age

Know your students..

Verbal Deficit (VD)

What reasons could there be for a VD?

NVR VR VD = -

Nate and Nico V

SA

S

V N

PR

V G

R

V S

tan

ine

Q S

AS

Q N

PR

Q G

R

Q S

tan

ine

NV

SA

S

NV

NP

R

NV

GR

NV

Sta

nin

e

S S

AS

S N

PR

S G

R

S S

tan

ine

Me

an

SA

S

Me

an

GR

Ve

rba

l D

efi

cit

Sp

ati

al B

ias

Nate

Y10

Y7

106 66 3 6 104 60 15 6 104 60 16 6 98 45 20 5 103 16 -2 -8

Nico

Y13 80 9 12 2 140 99 1 9 141 99 1 9 139 99 1 9 125 1 61 59

CONVERSATIONS about anomalies invaluable

Data WEAKER than perception: Nate

Data STRONGER than perception: Nico

PASS

Verbal thinkers vs spatial

thinkers

Spatial reasoning ability

What:

“The ability to generate, retain and manipulate abstract

spatial images”, Lohman (1979)

• Emphasis on mental images, in both 2D and 3D

Why:

• Spatial ability is under-assessed

• Relatively distinct from other abilities

• STEM

Individual Report for Teachers

Implications for teaching and

learning:

• A lack of relative progress in verbal

reasoning may be preventing Joe

from accessing key areas of the

curriculum.

• A test to establish a reading age is

recommended to ascertain whether

Joe is able to access the

curriculum.

• Joe may benefit from some targeted

additional support, with a focus on

strategies to develop greater verbal

ability.

• Paired work is likely to be more

beneficial than group work.

Individual Report for Teachers

Individual Report for

Teachers

Reports for Parents & Students

Using data effectively

Learners • Motivating • Negotiate targets • Ownership of learning

Classroom teachers • Set targets • Learner profile • Personalised learning/feedback

Middle managers • Cohort/learner analysis • Targets and value-added • Self evaluation

Senior management & stakeholders

• School performance (VA) • Resource/curriculum planning • Raising school profile

Helping students to become

better learners

● CAT4 measures developed NOT innate abilities

● …but it is an indicator of potential

● Let’s think series (CAME/CASE programmes)

and….

NGRT Group Report

Literacy: Group Screening

(1) Further Diagnosis?

- Dyslexia

- Spelling?

- WellComm?

- York Assessment Reading

Comprehension?

- EAL?

(2) Measure Progress

Progress Reports (Reading)

Progress Test Series (PTS)

Provides:

● Attainment levels

● Year-on year Progress across English, Math and Science

● Analysis of what topics students have understood well

● Analysis to support teacher CPD

Reports available for:

- Whole cohorts

- Individual students

- Reports for parents

Group Report

The Group

Report Curriculum Content Analysis

Individual reports

Individual

reports for

students &

parents

Year on Year Progress

Reports for Teachers

Who has made the most progress?

Student Year 6 SAS Year 7 SAS Year 8 SAS

Li Jin Hu 110 112 114

Bart Jackson 91 95 105

CAT4 data with New Group Reading Test

Student CAT4

Verbal

R SAS

Year 6

SAS

Year7 SAS Year 8

SAS

Li Jin Hu 96 110 110 110

Bart Jackson 111 85 95 100

and….

Self-efficacy

“the ability to define a goal, persevere, and see oneself as capable”

“Indeed, self-esteem and self-efficacy are not the same. Self-esteem is

feeling good about yourself. Self-efficacy is the belief that you have skills that

you can rely on to help you navigate life and reach your

goals.”

Source: Communiqué (newspaper of the National Association of School Psychologists) - November,

Volume 39, Number 3 2

Attitudes Impact Attainment (OECD 2014)

The 9 Attitudinal Measures

Factor

1: Feelings about school

2: Perceived learning capability

3: Self regard

4: Preparedness for Learning

5: Attitudes to teachers

6: General work ethic

7: Confidence in learning

8: Attitudes to attendance

9: Response to curriculum demands

The combination of data

Attainment

Learning paths P

rogre

ss o

f le

arn

ing

Gap in

learning

Joe

Learning

potential

Years

The combination report

Commentary

and….

Whole pupil view - Daisy

CAT4

Verbal 90

Non-Verbal 136

Quantitative 136

Spatial 115

Core Attainment

NGRT 95

(7:2)

English 99

Maths 138

Science 118

Attitudes (PASS)

Feelings about school 100

Perceived Learning

Capability

12.5

Learner self-regard 24.6

Preparedness for learning 71.5

Attitudes to teachers 100

General work ethic 100

Confidence in learning 100

Attitudes to attendance 71.5

Response to curriculum 99.3

Name: Daisy

Allan

Class: 4H

Student A (Year 9)

CATs

76 (V)

141 (Q)

129 (NV)

126 (S)

• 62% Feelings about school

• 10% Perceived Learning Capability

• 48% Learner Self-Regard

• 46% Preparedness for Learning

• 42% Attitudes to Teachers

• 7% General Work Ethic

• 60% Confidence in Learning

• 71% Attitudes to Attendance

• 65% Response to Curriculum

PTE: 89

PTSc: 100

PTM: 120

Student A (Year 9)

CATs

76 (V)

141 (Q)

129 (NV)

126 (S)

• 62% Feelings about school

• 10% Perceived Learning Capability

• 48% Learner Self-Regard

• 46% Preparedness for Learning

• 42% Attitudes to Teachers

• 7% General Work Ethic

• 60% Confidence in Learning

• 71% Attitudes to Attendance

• 65% Response to Curriculum

PTE: 89

PTSc: 100

PTM: 120

…..use data

to improve

outcomes for

every learner Every child should be able to

swim and should know how to

become a better swimmer…

and….

● Webinars

● Support Videos

● Events & Training

● Skype 1-1s

www.gl-education.com

International@gl-education.com

+44 (0)208 996 3369

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