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Using FFT Live Primary Schools. Mike Treadaway Director of Research Fischer Family Trust. Contents. Data Landscape. FFT. DfE. Whether or not to Contextualise?. Differences – VA and CVA. Compare PA (Value-added) and SX (Contextual Value-Added) outcomes for KS2->4 in 2009/10. - PowerPoint PPT Presentation
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Mike TreadawayDirector of ResearchFischer Family Trust
Using FFT Live
Primary Schools
Contents
Data Landscape2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Value-Added
Contextual Value-Added
3 Year Summaries
Estimates
FFT
DfE
Whether or not to Contextualise?Type of Analysis Advantages Disadvantages
Raw Outcomes e.g. %L4+ Provides a view as to whether pupils are attaining the
knowledge and skills needed for their next stage of
education?
When used to compare schools, depends strongly
upon attainment of the school’s intake.
Value-Added Enables a focus upon progress irrespective of context e.g.
How well are our FSM pupils doing compared to our non-
FSM pupils?
Comparing value-added outcomes for schools with
different contexts and make-up of intakes can be
misleading.
Contextual Value-Added Aims to take account of factors which are outside the school’s control and which,
from analysing national data, can be shown to influence
progress.
If used to look ahead (estimates) then danger of ‘self-fulfilling prophecy’ for
pupils in groups who currently under-perform nationally.
Differences – VA and CVA• Compare PA (Value-added) and SX (Contextual Value-Added)
outcomes for KS2->4 in 2009/10.– Use KS2 Average Points Score as outcome measure.– Look at how many change significant state.– Analyses by grouping schools in different socio-economic contexts.
School VA compared to CVA
Context Better Worse
Q1 14% 4%
Q2 9% 8%
Q3 7% 11%
Q4 11% 9%
School Change in VA Score
Context Avg Min Max
Q1 +0.30 -1.6 +1.6
Q2 +0.01 -1.6 +3.0
Q3 -0.08 -1.6 +1.9
Q4 +0.05 -1.8 +2.2
To get some idea of the likely change for your school, compare PA and SX value-added outcomes on FFT Live or in FFT Self-Evaluation reports.
To get some idea of the likely change for your school, compare PA and SX value-added outcomes on FFT Live or in FFT Self-Evaluation reports.
In Lambeth, most schools have VA better than CVA – this is mainly related to the progress of ethnic
minority pupils.
In Lambeth, most schools have VA better than CVA – this is mainly related to the progress of ethnic
minority pupils.
Recommendations
Expected Progress• DfE Approach
– Whole Levels, Subject Specific Input– So, for example, 84% L2 in Mathematics at KS1 attained L4+ at KS2 in
2011
• FFT Approach– Differentiate within levels where possible (2ABC)– Take into account prior attainment in English and Mathematics
• DfE Approach– Whole Levels, Subject Specific Input– So, for example, 84% L2 in Mathematics at KS1 attained L4+ at KS2 in
2011
• FFT Approach– Differentiate within levels where possible (2ABC)– Take into account prior attainment in English and Mathematics
KS1 Maths KS2 L4+ Maths
2C 58%
2B 86%
2A 97%
KS1 English L4+ KS2 Maths
1 80%
2C 82%
2B 86%
2A 89%
3 92%
FFT Live
Includes:• Latest
updates• Future
releases• Help Files
Includes:• Latest
updates• Future
releases• Help Files
SETS
• Key Changes for 2011– Default changed to PA (Prior Attainment)– SX (Contextual VA) continues to be available– Option to SORT available on Pupil Estimates report
• Key Changes for 2011– Default changed to PA (Prior Attainment)– SX (Contextual VA) continues to be available– Option to SORT available on Pupil Estimates report
Self-Evaluation
Significant Areas Grid• Range of pupil groups and indicators• KS1 Contextual and KS1->2 VA / CVA• 3 Year summary, Overall + Trends
Significant Areas Grid• Range of pupil groups and indicators• KS1 Contextual and KS1->2 VA / CVA• 3 Year summary, Overall + Trends
Significant Areas Detail• Shows actual attainment and VA/CVA scores for
each year• Can be accessed by clicking on Significant Areas grid
Significant Areas Detail• Shows actual attainment and VA/CVA scores for
each year• Can be accessed by clicking on Significant Areas grid
Pupil Value-Added• KS1->KS2, VA or CVA• Highlights where progress is mode than half a
NC level above or below national average
Pupil Value-Added• KS1->KS2, VA or CVA• Highlights where progress is mode than half a
NC level above or below national average
EstimatesSchool Summary Estimates• Range of Indicators and Pupil Groups• A – PA 50th Percentile; B – SE 50th Percentile,• D – SE 25th Percentile; S – School Previous
School Summary Estimates• Range of Indicators and Pupil Groups• A – PA 50th Percentile; B – SE 50th Percentile,• D – SE 25th Percentile; S – School Previous
School Subject Estimates• Core Subjects including Reading and Writing and Expected
Progress for English and Mathematics• Outcomes for all levels (not just L4+ and L5+)• Some pupil groupings available
School Subject Estimates• Core Subjects including Reading and Writing and Expected
Progress for English and Mathematics• Outcomes for all levels (not just L4+ and L5+)• Some pupil groupings available
Pupil Summary Estimates• Types A, B, D• Range of indicators (overall level, L4+, L5+)• Reading and Writing not included
Pupil Summary Estimates• Types A, B, D• Range of indicators (overall level, L4+, L5+)• Reading and Writing not included
Pupil Subject Estimates• Can be accessed directly or from School Subject Estimates• Show likelihood of attaining all levels (L2 to L5)• Also provides option to show ‘most likely level’
Pupil Subject Estimates• Can be accessed directly or from School Subject Estimates• Show likelihood of attaining all levels (L2 to L5)• Also provides option to show ‘most likely level’
Using Estimates
• Estimate -> Prediction -> Target• Consider option of range - realistic and ambitious• Don’t add up ‘estimated levels’
• Estimate -> Prediction -> Target• Consider option of range - realistic and ambitious• Don’t add up ‘estimated levels’
Two basic approachesTwo basic approaches
• Start with pupil data• Take into account other
factors• Add up and compare with
overall estimates• Revise as necessary to
arrive at overall targets
• Start with pupil data• Take into account other
factors• Add up and compare with
overall estimates• Revise as necessary to
arrive at overall targets
• Use overall estimates and evaluation of past performance to draft overall targets
• Use ‘RANK’ option in FFT School Subject Estimates to set overall figure at your overall targets
• Click on link to pupil estimates
• Use overall estimates and evaluation of past performance to draft overall targets
• Use ‘RANK’ option in FFT School Subject Estimates to set overall figure at your overall targets
• Click on link to pupil estimates
Adding up estimated levels – why not?• Consider a group of 20 ‘identical’ pupils• They all have the same estimates:
• Consider a group of 20 ‘identical’ pupils• They all have the same estimates:
L2 L3 L4 L5+ GM HGM GA
5% 20% 50% 25% 4 25% 5
If we add up the ‘GM’ gradesIf we add up the ‘GM’ gradesL2 L3 L4 L5
0 0 20 0
If we average the ‘chances’ for each level and multiply by
number of pupils
If we average the ‘chances’ for each level and multiply by
number of pupils
L2 L3 L4 L5
5% 20% 50% 25%
1 4 10 5
Note : Adding up predicted or target grades is fine – assuming that they are not simply just using
unmoderated estimates!
Note : Adding up predicted or target grades is fine – assuming that they are not simply just using
unmoderated estimates!
KS1 Estimates• In development section• Introduced in summer 2011 following a year of trialling and
feedback – which was very positive!• Examples of relationship between FSP and KS1 attainment
• In development section• Introduced in summer 2011 following a year of trialling and
feedback – which was very positive!• Examples of relationship between FSP and KS1 attainment
0%5%
10%15%20%25%30%35%40%
1 2C 2B 2A 3
KS1 Mathematics Level
EYFSP MAT score between 18 and 22
CLL -> ReadingCLL -> Reading
MAT -> MathsMAT -> Maths
Remember that these are averages!
Chart below shows KS1 Maths Levels for FSP MAT scores
between 18 and 22
Remember that these are averages!
Chart below shows KS1 Maths Levels for FSP MAT scores
between 18 and 22
FSP to KS1 - Factors
Approximate Weightings
Approximate Weightings
Other Reports• Export Section• Provides additional data (e.g. UPN,
FFT_ID) which is not available on SETS reports
• Removes formatting and colours, so easier to import into other systems
• Export Section• Provides additional data (e.g. UPN,
FFT_ID) which is not available on SETS reports
• Removes formatting and colours, so easier to import into other systems
• Student Explorer• Select students by range of characteristics• Look at individual pupil history• Developments:
• FSM as pre-set group (can currently select using drop-down menus)
• Pilot estimate report which takes into account factors such as EAL and when arrived in UK
• Student Explorer• Select students by range of characteristics• Look at individual pupil history• Developments:
• FSM as pre-set group (can currently select using drop-down menus)
• Pilot estimate report which takes into account factors such as EAL and when arrived in UK
Questions