ValueAdded

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Value-Added Analysis and Feedback for Secondary /
Post-16 Institutions
Dr Robert Clark ALIS Project Manager
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The Analysis
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.
Linear Least Squares Regression
Subject X
-ve VA
ve VA
0 2 4 6 8
Residuals
Regression Line (Trend Line, Line of Best
Fit) Outcome gradient x baseline
intercept Correlation Coefficient ( 0.7)
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Measuring Value-Added An Example
National Trend Average Student
-ve (- 2 grades)
ve ( 2 grades)
The position of the national trend line is of
critical importance
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Some Subjects are More Equal than
Others. A-Level (Alis)
A
B
gt1 grade
Grade
C
D
E
C
B
A
A
Average GCSE
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Some Subjects are More Equal than Others. GCSE
(MidYIS or Yellis)
1 grade
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Value-Added Feedback Reports Graphs
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Value Added Feedback
What is my score ?
does it matter ?
Statistical Process Control (SPC) Chart
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Subject Summary Standardised Residual Graph
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The Scatter Plot
Look for Patterns General Underachievement /
over achievement ? Do any groups of students
stand out ? high ability vs low ability ?
male vs female ?
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Real School Example
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Value Added Feedback
SPC Chart
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Subject Summary - Current Year
Subject Summary - 3 Year Average
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A2-English Literature Statistical Process
Control (SPC) Chart
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Student Level Residuals (SLR) Report
Scatter Plot
General Underachievement ?
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Other things to look for
Why did these students do so badly ?
Why did this student do so well ?
How did they do in their other subjects ?
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Summary of Process

• Examine Subject Standardised Residual Plots
• Determine interesting (i.e. statistically
  significant) subjects
• Look at 3 year average as well as single year
  if possible
• Look at trends in Interesting Subjects
• Examine student data scatter graphs
• Identify students over / under achieving
• Any known issues ?
• Dont forget to look at over achieving subjects
  as well as under achieving
• Phone / E-Mail CEM when you need help
  understanding / interpreting the data /
  statistics !

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Attitudes
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There is more to school / college than exams.

• Student attitudes
• Student Welfare Safety
• Non-academic activities
• Support
• Social and personal development

Self Evaluation (Every Child Matters)
Attitudinal MidYIS Attitudinal Yellis
Full ALIS
Event Mapper
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Schools do more than just exams

• For some pupils school is the only stable part of
  their lives
• By default schools have to take on social
  functions if they dont nobody else will
• For some pupils just keeping them in the building
  and off the streets is a major achievement

Being Pragmatic

• If pupils are not at ease, in a safe environment,
  they will not learn effectively
• Valuable staff time and energy can be used
  sorting out problems
• If pupils and parents feel they are not getting a
  good deal they will tell others
• Its better to identify a problem yourself than
  have others do it for you

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Paper based surveys

• Alis and Yellis have their Extended
  Questionnaires
• Yellis probes attitudes to school and student
  perceptions of the school and also their
  subjects
• Alis focuses extensively on their subjects
• A wealth of historical data

On-line attitudinal surveys

• MidYIS, Yellis and Alis
• Developed to meet new needs
• Can be more easily adapted to meet new
  developments

To try out online surveys www.intuproject.org/de
mos
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Parents Survey
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Student Survey (MidYIS / Yellis)
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Student Survey (MidYIS / Yellis)
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(No Transcript)
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(No Transcript)
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Looking at Trends over time from Yellis site
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Whats available post-16?

• Full Alis available on line (and Paper)
• Self customising with specific questions for IB
  students
• Two surveys
• Attitudinal Survey focussing on course related
  attitudes
• SEF survey focussing on student health welfare

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Attitudinal Feedback...
Attitude to Institution
Attitude to Subject
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Attitudinal Feedback...
Private Tutors
Extended Attitudes
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SEF Survey (Student Health Welfare)

• Extent of Bullying
• Extent of Racism
• Extent of Sectarianism
• Healthy Lifestyles
• How Well do Learner's Make a Positive
  Contribution to the Community
• How Well do Learner's Prepare for Their Future
  Economic Well Being
• Other Health and Safety Issues
• School's/College's Action on Bullying
• School's/College's Action on Racism
• School's/College's Action on Sectarianism
• School's/College's Action on Sexual Harassment
• Spiritual, Moral, Emotional and Cultural
  Development

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Teaching and Learning Processes
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Dr Robert Clark Alis Project Manager robert.clark_at_
cem.dur.ac.uk 0191 33 44 193