Aberdeen Primary Feedback

Using Data toInformTeaching andLearning, andMonitorProgress

Christine.Merrell@cem.dur.ac.uk

www.cemcentre.org

ASPECTS Feedback

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

11-Oct-02

School: 42373Class: Nursery

Language and maths development

Alana

Bethany

Christine

DavidEddy

Fred

GuinevereHenrietta

Iuan

Jessica

Kyle

LennyMichael

0

10

20

30

40

50

60

70

80

36 39 42 45 48 51 54 57 60

Age at assessment (months)

Raw

scor

e

ASPECTS Feedback

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

11-Oct-02

School: 42373Class: Nursery

Language and maths development

AlanaBethany

Christine

David

Eddy

FredGuinevere

HenriettaIuan

JessicaKyle

Lenny

0

10

20

30

40

50

60

70

80

36 39 42 45 48 51 54 57 60

Age at assessment (months)

Raw

scor

e

IDEAS+

Primary 1: IDEAS+

Highlighting and filtering

Creating Custom Groups

Creating feedback for an individual child

Looking at one class against full cohort

Primary 3, 5 and 7: PIPS+ Website

Cohort Summary Value-added

What do you make ofeach cohort’s results?

PIPS P3, 5 and 7 ~ Grade FrequenciesContext VA -- - 0 + ++ Group Average

E 0.0% (0) 8.5% (4) 2.1% (1) 0.0% (0) 0.0% (0) 10.6% (5)D 4.3% (2) 8.5% (4) 14.9% (7) 0.0% (0) 0.0% (0) 27.7% (13)C 0.0% (0) 6.4% (3) 40.4% (19) 6.4% (3) 0.0% (0) 53.2% (25)B 0.0% (0) 0.0% (0) 0.0% (0) 0.0% (0) 2.1% (1) 2.1% (1)A 0.0% (0) 0.0% (0) 0.0% (0) 0.0% (0) 6.4% (3) 6.4% (3)

Group Average 4.3% (2) 23.4% (11) 57.4% (27) 6.4% (3) 8.5% (4) 100.0% (47)National Average 10.0% 15.0% 50.0% 15.0% 10.0%

Prior VA -- - 0 + ++ Group AverageE 0.0% (0) 0.0% (0) 6.7% (3) 2.2% (1) 0.0% (0) 8.9% (4)D 0.0% (0) 0.0% (0) 17.8% (8) 6.7% (3) 4.4% (2) 28.9% (13)C 0.0% (0) 0.0% (0) 17.8% (8) 20.0% (9) 15.6% (7) 53.3% (24)B 0.0% (0) 0.0% (0) 0.0% (0) 0.0% (0) 2.2% (1) 2.2% (1)A 0.0% (0) 0.0% (0) 0.0% (0) 0.0% (0) 6.7% (3) 6.7% (3)

Group Average 0.0% (0) 0.0% (0) 42.2% (19) 28.9% (13) 28.9% (13) 100.0% (45)National Average 10.0% 15.0% 50.0% 15.0% 10.0%

Can you interpret this information? How would you use it?

P3, 5 and 7 Attainment

40

42

44

46

48

50

52

54

56

58

60

Maths Reading Science

Subject

Mea

n Sc

ore

40

42

44

46

48

50

52

54

56

58

60

Are these results bad?

P3, 5, 7 Context value-added

-10

-8

-6

-4

-2

0

2

4

6

8

10

Maths Reading Science

Subject

Mea

n Sc

ore

-10

-8

-6

-4

-2

0

2

4

6

8

10

How do you interpret these results and what should you do?

Progress over time

40

42

44

46

48

50

52

54

56

58

60

Primary Three Primary Five Primary Seven

Year Group

Mat

hs A

ttain

men

t Mea

n Sc

ore

40

42

44

46

48

50

52

54

56

58

60

Progress over time

-10

-8

-6

-4

-2

0

2

4

6

8

10

Primary Three Primary Five Primary Seven

Year Group

Mat

hs C

onte

xt V

A M

ean

Scor

e

-10

-8

-6

-4

-2

0

2

4

6

8

10

Examples – Ian’s Reading Results

Reading Context Prior Context v-a

Start P1 55

End P1 58 0

Primary 3 56 68 0 -

Primary 5 67 66 + 0

Examples – Katy’s Maths Results

Maths Context Prior Context v-a

Start P1 35

End P1 45 +

Primary 3 58 48 + +

Primary 5 57 47 0 +

Group Grids

BenGemma

>>>Mark>>>

Lucy

Owen

Ellen

Ian

Yasmin

Isobel

Qasim

Jonathan

DavinaPatrick

Gemma

Karl

Michael

Michael

Jodie Daniel

Harry

George

NicoleAdam

>>>Jack>>>

>>>Nathan>>>Kerry

Michael

Fay

Abbey

Victoria

Catherine

Neil

Penny

Becky

Fergus

Hannah

TaraRalf

Helen

Zoe

Edward

Sharna

LeeOlivia

-15

-5

5

15

-15 -5 5 15

Prior Value-added

Con

curr

ent V

alue

-add

ed

Doing better than expected, however they areno longer as far ahead as they used to be

Doing better than expected and this may havebeen a consistent characteristic over time

Probably on track before, they have madeexcellent progress and have now moved

further ahead

Doing as well as expected. However, theyhave moved from a position where they were

ahead of similar children

On track and is probably a consistentcharacteristic over time

Probably underachieving before, however theyhave made excellent progress and are now on

track.

Probably on track before but has fallen behindand is now underachieving

Underachieving and this may have been aconsistent characteristic over time

Probably underachieving before. They havemade good progress but they still have some

catching up to do

Standard Feedback

Achievement

Standard Feedback

Developed Ability

Standard Feedback

Reading Modules

Standard Feedback

General Maths Modules

Standard Feedback

Developed Ability Modules

Standard Feedback

Attitudes

Scores Charts

Longitude Charts

5

6

7

8

9

10

11

7 7.5 8 8.5 9 9.5 10 10.5

Age

Age

Equ

ival

ent S

core

Longitude ChartsReading Cameron (25/10/1999)

5

6

7

8

9

10

11

8 8.5 9 9.5 10 10.5 11 11.5 12

Age

Age

Equ

ival

ent S

core

Age Comparison Charts

Vanessa

Jake

Joanna

Tiana

Eloise

Amie

Kiera

Andrew

Victoria

Rachel

Rachel

Shannon

Michael

James

Katharine

Samuel

Jack

Isaiah

Gus

Ellie

Luke

George

James

Samuel

Owen

William

Holly

Bradley

Arabella

Roy

6

7

8

9

10

11

12

13

14

15

9 10 11Age (Years)

Age

Equ

ival

ent S

core

(yea

rs)

ReferenceUpper LimitLower LimitReading

Reading