Archive for the ‘Data’ Category

In the final throes of marking coursework for the iGCSE Unit 4 in preparation for the November exam, I felt the need for a break. Three days of a poorly baby and 2-4 am feeds have taken their toll! More on the beautiful Mrs P than me, but their toll has been taken!

So I thought I’d share the tracking spreadsheet I’ve come up with.

It’s pretty straightforward, to be honest.

I’m simply recording the score given for Speaking and Listening (out of 30) Reading (out of 10) and Writing (out of 40). There are an additional 50 marks up for grabs in the exam.

I’ve found last year’s grade thresholds. These are out of 125 whereas according to my maths the raw marks add up to 130 but it doesn’t take too much to convert the C threshold of 72 / 125 into 75 / 130; nor the A threshold of 93 / 125 into 97 / 130 raw marks.

If I get the computer to then subtract the total marks so far from the thresholds to indicate how many marks are needed from the exam to achieve either threshold. In order to build in a bit of leeway, I’ve also got the computer to generate a best and worst case scenario to create a target range for students. Best case scenario is 2013 grade threshold x 95%; worst case scenario is 2013 thresholds x 110%.

It’s working out that some of our C/D borderline kids only need between 11 and 13 marks out of 50 to achieve a C!

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What a great photo!

It looks like a police Wanted poster. Wanted for crimes against…

I am still reeling from Sunday’s announcement.

I still find myself in a quandary. Do I want to believe that this announcement made to coincide solely with Party Conference season and Michael Gove is utterly ignorant of the imminent deadline for entries? Alternatively, do I want to believe that he deliberately chose to make the announcement at a time when schools had no time to respond thoughtfully? Neither bodes well for the relationship between the profession and Government.

Maybe the impending NASUWT/NUT Industrial Action (17th October for us) had missed a trick. Perhaps… just perhaps a strike to oust Gove would have more support?

Anyway, I digress.

Unlike the teachers that Gove fears are fiddling the system, we selected students for whom we felt the November entry would help them. For some, that support will come from achieving the C now. For others, the focus and motivation that comes from taking an external examination as well as the practical skills of time management and meeting deadlines and the emotional support in feeling part of a group are huge, regardless of whether the November grade is a C or a D. The opportunity to call back exam scripts and actually scrutinise their own work is an enormous benefit.

Michael Gove’s announcement cannot change those benefits to the student. He has simply created a situation where the school’s interests are at risk if the child obtains a D in November followed by a C in May.

If this course of action benefits those students and if, as teachers, we genuinely believe that, my view is that we have a moral imperative to continue to enter in November. The school may – inevitable will – suffer a public hit in terms of league tables but that is immaterial if the students benefit.

So, if a school pursues that moral stance to its own detriment in league tables, what will happen?

Publicly available league tables will reflect a downturn in results.

But a school website can record the true “best” result; local newspapers can run stories containing the true results; literature can be produced declaring the true results.

And the performance tables will be revealed for what they are: shallow, inaccurate and irrelevant. The law of unintended consequences is a strange and untamed beast. Could the outcome of this announcement actually be the end to league tables in their current form? We can but hope!

Conversely, what will happen if schools take the ‘safe’ option? Last minute withdrawals from examinations, uncertainty, confusion, angry parents. All the hallmarks of a failed qualification system which, I fear, would play into Gove’s hands and we would return to the proposed scrapping of GCSEs we were facing twelve months ago.

Therefore, Mr Gove, my protest against your change will not be to spout vitriol, nor to make rash decisions in the remaining 24 hours before entry deadline, nor to pull in my antennae and batten down the performance-table-hatches. My protest is this.

I will continue to do what is right for my students.

I will campaign for the management and government of my school to take the public hit in performance tables in order to serve our children best.

I will hope that other schools possess the leadership to do the same.

And I will look forward to the day when there is a different Secretary of State for Education.

Okay.

This is scaring me, now.

I don’t mean scaring in the sense that children enjoy ‘being scared’ by stories and films. I don’t mean scaring in that delicious hide-behind-the-sofa Doctor-Who style.

I mean fully and totally clenchingly scared!

I want to – no, in my head, I have – turned my entire Programme of Study on its head. This puts the decision to swap from OCR to AQA examination boards on a level with, perhaps choosing between Cadbury’s chocolate and Galaxy. Being now permanently appointed, having a clutch of retirees and new appointments, I am rebuilding our curriculum from the foundations upwards.

And I mean from the foundations!

The curriculum I inherited – and, for my transition ‘Acting’ year haven’t really been happy with but equally, for reasons of laziness primarily, haven’t tackled – is I think a pretty traditional one.

We read books and write in response to them.

We analyse language for purposes and write techniques.

We report a single grade to parents.

We have been – and, in fairness to my school so has every other school I have ever worked in – almost wholly Literature focused, content driven and linear in structure.

So what am I changing to? Language focus. Skills driven. Cyclical and elliptical structure.

Head. Turned. Upon.

At the heart of this will be something called Covey tables, available courtesy of the PiXL club and named after Stephen Covey, author of The Seven Habits of Highly Effective People.

Covey tables – at least in my understanding of them – are at their heart a marking tool.

covey ao4(iii)

It is possible to list key skills that my students will be assessed on and I have ranked those skills along the top of the spreadsheet. They are drawn from the OCR markscheme for Controlled Assessments. In this case, they focus on AO4(iii) the sentence structures, punctuation, grammar and paragraphing. I planned on experimenting with this first because (as noted in the previous post) the changes to the KS2 curriculum and KS4 curriculum are massively raising the status of these skills. To be reporting to parents, students and SLT that a certain student may be “Level 4b” actually tells them nothing about whether they can create sentences, use paragraphs, vary vocabulary….

As can be seen from the example, teachers need to simply grade from 0-2 for each skill to represent their being no evidence of it, occasional evidence and consistent evidence. Through basic formulae and vlookups, these scores can then be converted into a GCSE grade or KS3 level.

Should I be using KS3 APP Assessment Foci for Years 7-9?

I don’t see why.I am being tested at KS4, students are being examined at KS4. What possible advantage is there in tweaking the descriptors and language of assessment between Key Stages? I am prepared to report in the 4c, 4b, 4a, 5c ladder of the KS3 curriculum (or 4.2, 4.5, 4.8, 5.2 for the sake of the mathematics required by the spreadsheet) but why tinker with the language of assessment?

How do I see these Covey charts being used?

In a word (or three) daily, openly and engagingly.

A two week introductory Scheme of Learning will start by assessing prior skill and 1s entered as a result. It is the first piece of work and therefore by definition, there can be no evidence of consistency. Doing this in the first lessons back in September will mean that the quantity of marking is going to be limited (I am really pushing for regular feedback of shorter focused tasks: having achieved a level 5 in your first half page, do I really need to read another 5 pages of the same quality of writing?!) Once initial testing is done, two weeks of teaching will lead to a second round of tests. PiXL language might describe this as diagnosing, treating and testing? After the second test, the Covey table will be updated: 0s will become 1s; 1s will become 2s. A level can then be reported on. As our reporting cycle requires a report produced in October, this will fit perfectly!

And what do we have as a teacher? A partially completed Covey chart from which we can analyse who in each class can consistently demonstrate certain skills (and, therefore, train others) and who needs practise before their skill can be relied upon. It can be projected onto the board. The next time a student forgets a capital letter or a full stop or loses a chance to deploy a colon in anger, their score can be reduced in front of them! Along with a challenge to correct their writing by the end of the lesson. Students using correct apostrophes for the first time can see their 1 being inputted.

Use for discussion with SLT? Invaluable!
A role in identifying Intervention candidates? Incalculable!
Its place in selecting focussed 30 minute skills’ revision rather than wide ranging generic revision classes? Immense!
Parents’ Evening tool? Potent!

Further Covey tables could be (will be) created for the specific AOs: I think that creating a table of this nature for every level of every skill in every AO on one sheet would be far too cumbersome. And finally, an overview sheet could use formulae and vloookups to simply pull the final grades together for each AO and then average them into an overall grade. Weightings can then be applied as well if necessary.

covey overview

The onus is on teaching staff to keep each of these Coveys up-to-date: without up-to-date data, this will fall apart as I envisage the Covey chart being used as both a summative tracking database and as a formative interactive teaching tool. And, it will be an onus for at least some of my staff: another chore that would probably fall to the bottom of their to-do lists.

So what can I do to ease other burdens as I impose this one? Well, let’s think:

  • marking: the Covey sheet is marking! Mailmerge should allow us to create stickers or labels easily in which a grade is given to the child along with a list of skills which justify that level and other skill required for the next one and this could be generated weekly – although fortnightly fits with the rhythm of our curriculum more naturally;
  • planning: if I were to write Schemes of Learning focused exclusively on specific sets of skills – why should a Learning Objective make reference to anything other than these skills which are what they’re being assessed on? – then I both keep control introducing this very new framework and take one other burden from my team.

In fact, all I am asking my Department to do is to deliver (with verve and enthusiasm) my lessons and Schemes of Learning and to differentiate them according to the demands of their own classes.

So, what will this create? An integrated Programme of Study over five years with an integrated and unflinching focus on progress, skills and achievement? A single thread of skills informing Assessment for Learning, Planning, Schemes of Learning and Reporting? A rigorous, accountable and open system of assessment – firming up what may be one of our weaker skill set at Key Stage 3? A consistent marking policy?

Cripes!

And is it a massive burden on me to write Schemes of Learning across all year groups? Well, if it’s the right thing to do, for the sake of the children, that shouldn’t be a bar! And the benefits in terms of reducing marking will apply to me as much as to anyone else. And all I would be doing is sharing and directing others to use the Schemes of Learning which I would be creating for my own teaching any way!

Yes, still scared!

But the more I consider this, the more right it seems!

I have to be trying to teach children to read, write, communicate and (despite its removal from the new KS4 qualification) speak and read. To teach them to answer the set question on a set text is simply not good enough!

Okay, I know that scientifically this is utterly meaningless and a very limited snapshot of students’ lives on a certain day with an infinitesimally small sample. However, in supporting the Mass Observation Project on 13th May, I did ask my classes to record a diary of what they did on that day.

The results – presented as a word cloud – look like this:

Mass Observation

Not a terribly surprising set of words: the lexical field of education was predictably prominent with words like school, lesson, bell and subjects specific words such as Science and Maths. Time is an interestingly prominent word here as is talking and the prominence of mum over dad. On a small point, the prevalence of¬†sat is also telling: students’ sedentary experience of education…

 

Hmmmm…

I wonder whether the fact that GCSE Prose From Other Cultures exam is on tomorrow accounts for the following spike in views of the blog in which I present my thoughts on Tsotsi…

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Looking at the search terms linking the Internet to my blog, I think quite possibly that is the case!

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Bless them!

And if anyone else wants to view it, the blog is here and the Tsotsi posts are here.

I wonder if any of those were my own students….

Good luck to you all tomorrow morning, but for now, for the sake of all that is sacred, get some sleep!

We have less than a week with Year 11 left in our school!

For some, that is a cause for celebration; others of emotional goodbyes; for yet others, it is a moment of terror asking themselves “Have we completed the course yet?!”

And with the OCR deadline for CAT marks looming on Wednesday, this is the weekend when finally and completely it is possible to say to all our students:

This is where you stand. These marks are safe and banked (subject to external moderation).

And it is – broadly – possible to take the next step and say (with all the caveats and warnings about Ofqual, Michael Gove and grade boundaries after the GCSE fiasco last year)

These are the marks you need to get this grade overall.

marks left to grade boundaries

I am basing the maths here on the June 2012 OCR Grade Boundaries for raw scores which can be found here. I ummed and ahhed about perhaps adding a couple of marks to the boundaries to insulate us against the vagaries of Ofqual… but I decided that there was little to be gained from trying to second guess what appears to be a particularly volatile set of politics so left it as it was.

With the additional tweak (a particularly geeky and SLT-friendly tweak!) of colour coding on a scale of 0-80 in English and Language and 0-40 in Literature, we have a nice visual record of who is more and less likely to obtain the A and C grades. Thanks to Excel, the deeper the shade of green, the closer the student is to the boundary; the deeper the shade of red, the further away they are.

We also put our students doing Literature in to take the Prose from Other Cultures examination in January. so the final two columns simply compare the scores required to get a C or an A with what they obtained in January. Again, it is colour coded: green shows that they need less than they obtained in January; red shows that they need to raise their game. The deeper the shades of colour reflect how far from their January achievement they are: a nice deep green suggests that they need actually far less than they obtained in January to reach that threshold; a deep red suggests they need to up-their-game a lot!

If this would be useful to anyone out there, the (appropriately anonymised) document is linked here with the OCR grade boundaries.

(Anonymised) Marks required in exams to obtain a C

Students at this point respond very well to conversations that go along the lines of:

“Look, you only need 38 marks for a C”

“You need less to get C than you got in your last exam”

“You only need 27 for a C. But you could get higher!”

Those conversations seem more positive than “Well, I suppose it is mathematically possible”!

KS4 template

It’s that time of the year again… when I revisit the Departmental Database and wonder how it could be developed and improved.

And this year, in addition, how to include the iGCSE into the growing range of qualification that we are offering.

So, last year, I was using a fairly basic =IF formula to compare the scores given by teachers into indicative grades. It was a little clunky and a little ‘Heath Robinson’ but it did the job.

This year, I am intending to use =VLOOKUP formulae to look the score given up in the table of grade boundaries on a separate sheet. It has taken a bit of time just inputting the grade boundaries (each possible score in each element of each qualification needs a grade allocated to it.

vlookup

 

Once done, however, the hope is that it will be straightforward enough to simply fiddle with and amend the grades accordingly. Obviously, the =VLOOKUP will amend itself according to the data entered on the lookup sheet. And alterations in grade boundaries can be applied and grades amended according to the changes in data that we have.

In terms of staff inputting, all I need will be the score for each Controlled Assessment or mock exam. With judicious use of protected cells and suspicious passwords, that should in fact be all that the staff can do.

Their “dashboard”, if you like, will look like this:

database template

 

Obviously there will be a range of data to be inputted for each child to track vulnerable groups, pupil premiums, intervention groups, withdrawal groups and accelerated groups – we have a tendency to generate five or six overlapping lists of students which no-one has any real overview of! – which can be done in anticipation of the start of term.

The database should also add up and / or average out scores for individual tasks to create the final figure to be entered into the OMR at the end of Year 11.

It should also be able to identify students whose Controlled Assessments pull down their raw ability; students who underperform in exams; students who might benefit most from specific forms of intervention.

One other item from the PiXL Club main conference that I liked was what I have dubbed micro-tracking.

This database is a broad-brush, specification wide tracking system. I intend to supplement it with a range of micro-tracking databases that track students’ success in individual exam questions to track their ability to perform certain skills rather than overall. A revision session on summarising skills for a select group of individuals persistently falling down on that skill will be more effective than a revision session on the OCR Information and Ideas Examination or the iGCSE Paper 1 or 2 which only touches on summarising. The same goes for directed writing skill, analysis skills, language skills, presentational devices responses or imaginative writing.

Additional sheets can be added at any time which could record mock exams on a question-by-question basis and a formula can easily add those up and record them in the main database.

Obviously, getting antiquated and somewhat Luddite staff to actually complete the database is another matter!