Using Effectiveness Data for School Improvement: developing and utilising metrics
Using Effectiveness Data for School Improvement: developing and utilising metrics
Data metrics in schools are becoming increasingly complex and (some would say, as a result) increasingly less likely to effect change in classroom practice and schooling outcomes. Despite their best efforts, teachers generally find the measures something of a ‘black-box’. The authors of this book advocate a move away from this situation, towards a greater professional understanding; away from a ‘data dictatorship’ in which teachers are merely the passive recipients of data outcomes, towards a ‘data democracy’ in which teachers are instead active participants.
The book lifts the lid on a range of data-gathering techniques and methods, and explores the provenance and problematisation of pupil / school data collection and utilisation. Chapters include: the political context of school data collection and how it is used for accountability and inspection purposes; how teachers and schools use pupil attainment and progress data; how ‘context’ is brought into measurement and how practitioners can interpret outcomes from different models; the use of data for target-setting, self-evaluation and school improvement; collection strategies and inter-agency data for post-compulsory progression; devising and using measures for evaluating progress in the social and emotional aspects of learning and ‘Every Child Matters’ outcomes; uncovering the differential effectiveness of schools across the range of prior attainment.
Using Effectiveness Data for School Improvement brings together in one place, for the first time, the various metrics and models in use in schools. A full technical specification is included so that both ‘data experts’ and ‘data novices’ will find the book essential for understanding what is becoming an increasingly important aspect of school and curriculum management.
978-0-415-56278-2
Kelly, Anthony
1facbd39-0f75-49ee-9d58-d56b74c6debd
Downey, Christopher
bb95b259-2e31-401b-8edf-78e8d76bfb8c
7 December 2010
Kelly, Anthony
1facbd39-0f75-49ee-9d58-d56b74c6debd
Downey, Christopher
bb95b259-2e31-401b-8edf-78e8d76bfb8c
Kelly, Anthony and Downey, Christopher
(2010)
Using Effectiveness Data for School Improvement: developing and utilising metrics
,
London, UK.
Routledge, 248pp.
Abstract
Data metrics in schools are becoming increasingly complex and (some would say, as a result) increasingly less likely to effect change in classroom practice and schooling outcomes. Despite their best efforts, teachers generally find the measures something of a ‘black-box’. The authors of this book advocate a move away from this situation, towards a greater professional understanding; away from a ‘data dictatorship’ in which teachers are merely the passive recipients of data outcomes, towards a ‘data democracy’ in which teachers are instead active participants.
The book lifts the lid on a range of data-gathering techniques and methods, and explores the provenance and problematisation of pupil / school data collection and utilisation. Chapters include: the political context of school data collection and how it is used for accountability and inspection purposes; how teachers and schools use pupil attainment and progress data; how ‘context’ is brought into measurement and how practitioners can interpret outcomes from different models; the use of data for target-setting, self-evaluation and school improvement; collection strategies and inter-agency data for post-compulsory progression; devising and using measures for evaluating progress in the social and emotional aspects of learning and ‘Every Child Matters’ outcomes; uncovering the differential effectiveness of schools across the range of prior attainment.
Using Effectiveness Data for School Improvement brings together in one place, for the first time, the various metrics and models in use in schools. A full technical specification is included so that both ‘data experts’ and ‘data novices’ will find the book essential for understanding what is becoming an increasingly important aspect of school and curriculum management.
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Published date: 7 December 2010
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CONTENTS
Chapter 1. Introduction
THE PAST
Chapter 2. The journey from raw to refined measures of school effectiveness: a research-informed view of the practicalities of value-added models in England
Chapter 3. Pupil attainment and value-added data: a research-informed view of policy
THE PRESENT
Chapter 4. The UK government value-added model and RAISEonline
Chapter 5. The Fischer Family Trust models
Chapter 6. Slopes, intercepts and differential effectiveness
Chapter 7. Getting more value from added-value: blending data from different sources
THE FUTURE
Chapter 8. Managing effectiveness data for school improvement
Chapter 9. Understanding teacher attitudes to data use
Chapter 10. Developing and utilising non-cognitive metrics: validity and reliability issues for the measurement of social and emotional aspects of learning
Chapter 11. Developing and utilising non-cognitive metrics: moving beyond the pupil to assess staff responsibility
Chapter 12. A dissenting view: challenging the complexity of UK measures
APPENDICES
Appendix 1. ACORN deprivation classification system
Appendix 2. Factors included in the FFT SX model with the values of their coefficients and effect sizes
BIBLIOGRAPHY
Identifiers
Local EPrints ID: 147595
URI: http://eprints.soton.ac.uk/id/eprint/147595
ISBN: 978-0-415-56278-2
PURE UUID: 2ddf7b86-7a39-4349-a005-ae77ce7ba62d
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Date deposited: 26 Apr 2010 08:53
Last modified: 14 Mar 2024 02:51
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