6. Are there any differences between the way boys and girls answered questions in Maths at KS2?

To answer this question we need to go to:

Analyse / Export Data Tab

Now click on the Question Level Data button
Normally you will be presented with a graph like this:

The parameters will need to be reset to get the data required to answer the question:

1. Ensure that KS2 is selected
2. Graph type should read Correct Responses
3. Select 2005 for the Results Year
4. Choose English for the subject
5. For Test Paper select Reading
6. Use Mark Point for the Breakdown parameter
7. By clicking on the Drill Button (just above the Apply button), dialogue box Fig 6.3 will appear
8. For now, select:

a. Chart type = Bar
b. Compare by = Gender
You will now be presented with a graph like Fig 6.3 below

Fig 6.3 compares Boys and Girls against the National figures for all pupils (they are not currently split) and against each other within the cohort.

By using the filter button the Boys or Girls can be removed from the Graph.

Additionally by using the filter the Boys or Girls in a particular form can be shown

A simple change of Subject will give a view of the English results.

It should be noted that there is a great deal more that can be achieved with Question Level Analysis; we will explore that whilst we are in that area of the package.

Helps to Challenge and Inform Teaching Strategy.

It is possible to get different views of the way questions have been answered by a given cohort:

1. Attainment Target – Fig 6.4 below

a. Can be shown by:

i. Over all papers
ii. Written tests A & B
iii. Mental maths

2. Topic

3. Mark Point

4. Correct Response - See Fig 6.6 above

5. Not attempted

Data can be viewed by using:

1. Bar Graph
2. Line Graph
3. Radar Graph

Additionally it is possible to view:

1. Cohort
2. Stream
3. Group
4. Individual

Use the new Drill Button to select the options. It is possible to determine where strengths and weaknesses lie, identify possible causes and give guidance for corrective action. An invaluable aid to SIOs, Head Teachers and Teachers in providing the best possible education to all.

REPORTS TAB

Clicking on the tab yields a screen shown in Fig 6.9:

Clicking on School Summary Report gives Fig 6.10

By clicking Create Report you will be invited to Save the file to a suitable location (default is C:\program files\Pupil Achievement Tracker\Reports

It produces Report 6.1 – School Summary Report

This shows the distribution of prior attainment at Key Stage 1 amongst your Key Stage 2 cohort and compares them to national distributions. The solid line shows the distribution of point scores within your school, the broken line shows the national pattern.

The table below provides a summary of performance in terms of 7 Key Stage 1 indicators - Average Point Score, percentage level 2+ and percentage level 2B+ in each of Reading, Writing and mathematics. The charts below show the proportion of pupils reaching each level in 2005 for each of Reading, Writing and mathematics.

The tables below provide a summary of attainment at Key Stage 1 by pupil characteristics. The first column shows the number of pupils, the second is the average point score obtained by pupils within the group.

The table below provides a summary of performance in terms of 4 Key Stage 2 indicators - Average Point Score and percentage level 4+ in each of English, mathematics and science. The charts below show the proportion of pupils reaching each level in 2005 for each of English, mathematics and science.

Value Added Measures

The tables below provides a summary of performance based on five value added measures. The first is from the Achievement and Attainment Tables (AAT) and is based on pupil prior attainment only. The second takes into account prior attainment and a range of pupil and school characteristics (contextualised value added*). The final 3 give a contextualised value added score for each of English, mathematics and science. Scores that are significantly different from average are highlighted. Where a change in value added score is significant it is shown by an arrow.

Percentile Rank

This table shows the percentile rank of your school score compared to schools nationally. A rank of 5 means your school is in the top 5% of schools nationally. A score of 95 means that your school is in the bottom 5% of schools nationally.

The tables below provide a summary of attainment and Key Stage 1-2 value added and contextualised value added by pupil characteristics. The first column shows the number of pupils, the second is the average point score obtained by pupils within the group. The third uses the methodology of the School & College Achievement and Attainment Tables value added. The final 3 columns show a contextualised value added score. The contextualised value added uses a range of pupil and school characteristics.

The table below illustrates how well pupils progress within subjects in your school by showing how successful the schools has been in moving pupils who started Key Stage 2 at level W, 1, 2c-a, or 3+ to level 4+ by the end of the Key Stage. For English we take the average level of Reading and Writing as the input, for science we use the average of Reading, Writing and mathematics.

The table below shows how well pupils who were above the expected level at Key Stage 2 (i.e. level 3+) progress in your school. Conversions from level 3+ to level 5 that are significantly different from average are highlighted.

Pupils at level

The report above is new to PAT and will help schools to view the Value Added scores that are used to arrive at the New PANDA and also as supporting evidence for the Self Evaluation Form. It also shows the conversions from KS1 to KS2.

Comparisons are drawn using the following bases:

All 2Bs at KS1 should attain Level 4 at KS2 as a minimum.
All 3s at KS1 should attain Level 5 at KS2.

Clicking on School Reports gives Fig 6.10:

The options available are:

Key Stages – 1,2 & 3
Year – Select any
Report Type

o End of Key Stage Report – Appendix 1(a)

o Produces a summary table of your school’s end of key stage results together with the national comparison. Typically this is the report included in the Governors’ report to parents.

o National Comparison – Appendix 1(b)

o Compares the overall percentage awarded for all pupils and by gender for your school compared to that nationally.

Clicking on Pupil Reports gives screen Fig 6.12:

QUESTION LEVEL SUMMARY REPORT

Fig 6.13 below shows the layout of the report. It summarises:

English, maths and science in a single report by from a choice of the following:

All Pupils
A single selected pupil
A whole form
A year group (cohort)
A chosen custom attribute eg ALS or Booster

It lists:

Subjects broken down into AF/Strand or Attainment Target (AT)
Marks awarded and available (34/50)
Percentages (68.5%)
Differences from National results
Percentage of questions attempted
Difference from National attempted averages (though there are none quoted at present)

PUPIL SUBJECT REPORT

A pupil subject report looks at three key areas:

o The percentage of marks awarded
o The percentage of marks awarded of those questions that the pupil attempted
o The percentage of marks not attempted by the pupil

Mathematics and science are broken down into topics; English into assessment foci/strands. A radar chart is included comparing marks of those attempted with the percentage awarded.

Looks at:

o Individual Pupil – Appendix 3(a)

o Produces report for individuals

o Individual Classes/Streams – Appendix 3(b)

o Produces report for individuals within given form – select one from drop-down box.

o Whole Year Groups – Appendix 3(c)

o Will do the whole year group at a stroke giving individual reports. This does take some minutes to produce especially with larger cohorts.

GROUPED SUBJECT REPORT

A grouped subject report is an extension of a pupil subject report in that it combines groups of pupils together. An example of a group might be teaching set or SEN stage, where all teaching sets or SEN stages would be compared to each other.

An example of the Maths report can be found in appendix 4(a) comparing ethnic group performance.

An additional report has been added recently which shows the progress of a pupil between key stages.

The Pupil Tracking Report

Option 2 under pupil Reports.

Shows progress (including Optional Years) between Key Stages. Produces the report in explorer and shows a graph of the progress together with progression data at each stage. Try pressing the buttons and viewing the reports.

Contextual Value-Added (CVA) Report

[unnamed school]

Key Stage 1 (2001) - Key Stage 2 (2005)

Table 1: School-Level CVA Score

NEED THIS GRAPH

The school's CVA measure takes into account the following factors:
• prior attainment and % free school meals (FSM) at both the pupil and school level
• at pupil level: gender, age, SEN stage, Mother Tongue not English, Ethnicity and mobility are accounted for
Table 2: Pupil-Level value-added scores

Report 1.1 – CVA Report (without Options) – Key Stage 2-3

By producing the report with options, all pupils are listed. A copy of these to spreadsheet can confirm all the figures.

The school on Report 1.1 has achieved an overall APS of 29.95 (a) against a predicted figure using the Contextual data of 28.35 (b); a difference of 1.6 (a-b). The expectation nationally is that the difference (Average Pupil Value Added) should fall between +/- 0.70 (at the 95% Confidence Interval Level). Because this result falls above those levels, the is school is placed in the band that is “significantly above the national average”, having taken all the contextual data into account.

Had the difference (a-b) been between 27.65 and 29.05 then there would have been “no significant difference from the national average”. Had the figure have been less than 27.65, the school would have been “significantly below the national average” being below the +/- 0.70 allowed by the 95% confidence level.

The Shrunken value-added referred to is an additional coefficient used to contextualize based around the confidence levels of variable cohort sizes. Smaller cohorts may not represent an average distribution of ability.

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