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- 1. Value-Added Feedback Reports & Graphs
- 2. Subject X 20 40 60 80 100 120 4 5 6 7 8 Baseline Outcome . -ve VA+ve VA Trend Line/Regression Line Raw Residual Measuring Value-Added – Terminology Examgrade BASELINE SCORE
- 3. Measuring Value-Added – An Example Low Ability Average Ability High Ability Baseline Score A* U B C D E F G Result Alf Bob Chris+ve (+ 2 grades) -ve (- 2 grades) National Trend ‘Average’ Student The position of the national trend line is of critical importance Subject A Subject B
- 4. Standardisation of Residuals • (Raw) Residuals can be used to examine an individual’s performance • Standardised Residuals are used to compare performance of groups • Standardised Residuals are independent of year or qualification type • For a class, subject, department or whole institution the Average Standardised Residual is the ‘Value-Added Score’ • Standardised Residual = Residual / Standard Deviation (National Sample) • When using Standardised Residuals then for an individual subject • 95% Confidence Limit = 2.0 x Standard Error • 99% Confidence Limit = 2.6 x Standard Error • 99.7% Confidence Limit = 3.0 x Standard Error N 1 ErrorStandard = where N = number of results in the group (for combinations of subjects consult the relevant project)
- 5. -0.2 -0.2 -0.1 0.1 -0.6 0.1 -0.2 -0.7 -0.7 -0.4 -0.4 -0.2 -2.2 -0.5 2.0 -0.7 -0.5 0.1 0.4 -4.0 -3.0 -2.0 -1.0 0.0 1.0 2.0 3.0 4.0 Art Biology Chemistry DesignandTechnology Drama EnglishLanguage EnglishLiterature French Geography German History HomeEconomics InformationTechnology Maths MediaStudies Music Physics ReligiousStudies Spanish AverageStandardisedResidual Subject Summary Standardised Residual Graph
- 6. The Scatter Plot Baseline Score GradePointsEquivalent Look for Patterns… General Underachievement / over achievement ? Do any groups of students stand out ? – high ability vs low ability ? – male vs female ?
- 7. Other things to look for… Why did these students do so badly ? Why did this student do so well ?
- 8. Discussion
- 9. Prompts… How can we use this data to identify over/under achievers? How can we use this data to set targets for individuals or classes? What data should we share with the student (if any?) What data should we share with parents (if any?) What is the role of the HOD / HOF / HOG in all of this?
- 10. Prompts… How can we use this data to identify over/under achievers? How can we use this data to set targets for individuals or classes? What data should we share with the student (if any?) What data should we share with parents (if any?) What is the role of the HOD / HOF / HOG in all of this?