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||Course details: This one-day course helps participants to develop basic data literacy skills and improve their knowledge of RAISE online. The training is practical and skill based. The training includes the use of the RAISE, tracking data, National Curriculum assessments, teacher assessments, point scores, benchmarked data, value added measures, and predictive data.
PBM Inspection Services Ltd's website
||Secondary, KS3, KS4, Assistant Headteacher, CPD Leader, Deputy Headteacher, Headteacher, Head of year / Pastoral leader, Special Educational Needs Coordinator, Head of Department / Faculty, Assessment, Out of school, Gifted and Talented Coordinator
|Learning outcomes for participants/users and, where relevant, pupils or students
Aimed at: Senior managers, subject managers, and governors within Secondary Schools (KS3-KS4)
Participants are helped to:
• understand the principles of using data at Key Stage 3 and Key Stage 4;
• make judgements about attainment, progress, and achievement using RAISE online;
• make judgements about attainment using current data;
• improve the accuracy and efficiency of teacher assessment;
• collate and analyse data to identify strengths and weaknesses and aspects for improvement;
• use levels and sub-levels to monitor standards;
• calculate and use average point scores;
• measure and evaluate individual and group attainment.
|Evidence underpinning this approach
||The provider has not supplied this information
|How users/participants can evaluate success
How we evaluate the training:
• Participants evaluate the training based upon the relevance to professional needs, the quality of the tuition, the quality of the training material, and the organisation, management and accommodation.
• Delegates identify further training requirements
• Follow up questionnaires are sent to delegates asking for feedback over time.
• A track record is maintained for each course and for each tutor. Feedback and evaluation is shared with tutors in order to identify and inform development.
|Follow-up activities and support
Following attendance on a course, all delegates are welcome to contact the main office with any questions and queries relating to the training and its application within school.
For most courses, tailored follow up consultancy services, coaching and mentoring are available but these are at a separate cost. For quotations, delegates should contact the main office as discounts are available.
The content and use of RAISEonline
• Using RAISEonline systematically
• A table of contents for RAISEonline
• Data literacy
• Assessment terminology
• A secure level and the concept of “best-fit”
• A secure assessment
• Basic levelling skills
• The link with learning and teaching
• National expectations
• The “national ruler” for measuring children
• Expected progress
• Good progress
• Tests and teacher assessments
Beyond basic characteristics
• Analysing aids and barriers to raising achievement
Prior attainment and expectations
• The accuracy of assessment
• Collating current attainment data
• “Statistics, damned statistics, and lies”
• Averages and thresholds
• Percentile ranking
• From raw scores to levels and points
• Converting levels to fine grades or sub-levels
• Using variance and confidence intervals to make judgements
• Comparing prior attainment, targets and outcomes
• Current attainment and results not yet validated
• Completing the big picture: current attainment
• Being systematic
Achievement diagrams in RAISEonline
• Quadrant diagrams
• Confidence intervals
Progression and value-added
• What is progression
• Progression mapping
• Profiling annual progress
• Annual progression mapping
• Links to teaching and learning
• What is value-added?
• Value-added: the basics
• Creating value-added benchmarks, evaluating outcomes
• Developing the big picture: looking for strengths and weaknesses in progress
• What does progress over time look like?
• Looking for strengths and weakness in progress
FFT and target setting
Tutor: Bruce McAlpine has managed the Company for 18 years. He writes and develops training materials and tutors many of the courses. He is an experienced lead inspector and was an additional inspector. Before becoming an inspector, he was a headteacher for seventeen years. His specialist areas include English, mathematics, art, educational management, special educational needs, and English as an additional language. He has an excellent track record as a trainer.
We reserve the right to replace the advertised tutor with another appropriately experienced tutor.