question level analysis and pupil progress review meetings
TRANSCRIPT
What is QLA?
QuestionLevel Analysis
Key Stage 4
End of Unit assessments conducted in class (60 marks)
Marked by Teacher
Scores for each question are input to an excel spread sheet
Data for the whole class is calculated. Compares to other classes.
Identifies problem areas which require reteach (Skill and Content)
What are PPRM’s?
Pupil
Progress
Review
Meeting
Key Stage 4
Half-termly (end of each unit)
The class teacher from each side of the year and a department senior.
Approx. 45 minutes
Analyse QLA of recent assessment and plan appropriate teaching strategies for upcoming unit.
Name structure of the heart, vessels, blood
supply
Describe a graph, Explain ventilation and artificial
ventilation
Compare data, food production QWC, farming
State the features and functions of blood
Function of stomata, Calculating density of
stomata, Data analysis - water loss.
Reading graphs - Describe and explain -blood
glucose, temperature changes
Explain - Function of the kidney
Problem Actions
10 7 3 4 4 5 2 35 B 6 mark/ recall Practice qs, afterschool drop in5 5 4 1 6 7 1 29 C Confidence in ideas. Lack of revision Practice qs at home. 6 5 2 4 0 5 1 23 D Too much waffl e structure and preparing concise answers8 6 6 4 4 7 2 37 A6 2 3 1 7 5 1 25 D Responding to command words6 8 7 4 2 5 2 34 B Interpreting qs, recall Rewriiten qs and analysing markscheme8 9 7 3 4 8 2 41 A*6 5 6 4 7 10 2 40 A
6 1 6 3 3 5 2 26D
All exam technique - content knowledge is good Practice reading and analysing questions in class
3 4 5 4 5 6 1 28C
Last minute revision only. Not enough confidence
Make revision timetable, attend revision classes. Practice exam qs at home
9 4 7 4 7 6 2 39 A10 8 7 4 7 5 3 44 A*
9 4 5 4 4 5 2 33B
Questions are left because of problems remembering then running out of time Planning structure and recall practice.
8 7 5 4 7 9 1 41 A*
6 1 5 2 3 4 0 21D
Gaps in knowledge that had not been worked on
Attend after school drop in. Summarise key points in topic.
4 7 4 4 5 6 2 32 C Linking ideas together. Keywords Revise definitions.8 3 7 4 8 8 2 40 A9 8 5 4 4 3 1 34 B7 4 6 4 3 3 1 28 C Lack of revision . Develop timetable, attend revision classes. 7 8 8 4 7 4 2 40 A9 9 2 4 5 8 2 39 A 6 mark questions (QWC) Analysed mistakes, practice of other qs. 9 3 4 4 6 7 2 35 B
7 2 3 4 2 4 2 24D
Exam technique and reading the question
Practice highlighting and identifying key parts of the question before answering
8 8 6 4 6 4 1 37 A8 7 4 3 7 7 2 38 A7 4 7 4 8 3 1 34 B8 4 4 3 5 6 2 32 C Use of language Practice exam qs
7 6 4 2 3 3 1 26D
Time management. Leaving questions and coming back but panicking and "writing any old stuff" Practice timings in class and analysing questions
8 7 6 3 3 6 3 36 B6 5 6 2 3 6 1 29 C Confidence. Waffl e in answers Practice 6 marks in class7 5 5 3 5 6 2 33 B
73 54 64 86 54 47 23 5610 10 8 4 9 12 7 60
Planning effective reteach
Not just teaching it again
Using new techniques and strategies
Models, demos, exam practice
Importance highlighted to students as to why they needed to do this again
Leads to higher motivation and engagement
Planning based on assessment
During PPRM
Not teaching to the test
Analysing ways the content can be assessed (skills and application)
Ensuring students are equipped to deal with the type of questions in the assessment and upcoming exams.
Embedding exam technique into everyday teaching.
Can not focus on everything in every lesson – identifies priorities
Planning for errors - Purpose
Increasing the likelihood of recognising and responding to errors by planning for common mistakes in advance.
Guides revision prior to test as well as helping to structure reteach
Allows for more effective planning of time to fix errors
Planning for errors - Method
Do the paper myself
Identify possible sources of error
List questions relating to subject topic
Plan responses for incorrect answer
Plan tasks to solve misconceptions
Reteach again after exam if needed
Why we are sharing this
The department as a whole have found this beneficial.
In the initial stages the focus was on reteach but now more centred on getting it right first time round.
Collaboration between teachers of parallel sets leads to constructive discussion and comparisons.
Classroom environment and students approach to improvement is much more positive.
Students preparedness for exams is better.