Experienced Users of MidYIS
and Yellis
Ian Sanderson
irsanderson@hymers.org
Dealing with the Dementors
There’s nothing new under the
sun.
I’m an experienced
teacher. I know my
pupils and I don’t need
any data to tell me
anything useful about
them.
Top of
confidence
limit
Bottom of
confidence
limit
Top of
confidence
limit
Bottom of
confidence
limit
Bands, percentiles, standardised scores…
Top 50% of the sample
Top 5% of
the sample
C B
A
D
0
50
60
70
80
90
100
110
120
130
140
Standardised scores
Percentiles:
1
5
10
20
30 40 50 60 70
80
90
95
99
150
Stanine 1
2
4%
50
60
3
4
5
6
7
8
9
7% 12% 17% 20% 17% 12% 7%
70
80
90
100
110
120
Standardised Test Score
4%
130
140
150
Stand. Score: 119
Band: A
Percentile: 90
Stanine: 8
Explanations?


Stand. Score: 90
Band: C
Percentile: 26
Stanine: 4

Someone who’s just
much better at Maths
than Vocabulary.
English as a second
language.
Has ability, but doesn’t
read.
Communicating with Parents
Sending results home to
parents is a bad idea. They
don’t understand them and
it’s a lot of hassle for tutors
to deal with them when
they ring up or come into
school.
Brief pupils about
the test
Form tutors and
Head of Year
Results publication
Learning support
MidYIS Process
MIS
Identify and
discuss concerns
Departmental
Discussion
Results information
pack to parents
Departmental
spreadsheets
Action Plans
Discuss concerns
with parents
HoDs
Teacher on the
chalkface
Differences between MidYIS
and Yellis
Lots of kids get different
results when they do the
Yellis test in Year 10
compared to their MidYIS in
Year 7. That shows the
results are unreliable and
just label kids at an early
age.
MidYIS/Yellis Differences
Pupil
MidYIS Band Yellis Band
Pupil 1
119
A
118
A
Pupil 2
121
A
104
B
Pupil 3
110
A
100
B
Pupil 4
121
A
123
A
Pupil 5
121
A
111
A
Pupil 6
111
A
106
B
Pupil 7
136
A
125
A
Pupil 8
136
A
139
A
Pupil 9
121
A
121
A
Pupil 10 104
B
96
C
Pupil 11 110
B
103
B
Pupil 12 105
B
99
C

Explanations




Within the margin
of error?
Variation in pupil
performance on
the day?
Different cohorts
Abilities have
developed/not
developed.
Mindset

Fixed Mindset

My intelligence is
fixed and can’t be
developed. Tests and
challenging activities
can be a threat to
my perception of
how clever I am.
Growth Mindset


My intelligence is
not fixed and can
be developed.
Tests show how
far I’ve got and
challenging
activities give me a
chance to learn
from my mistakes.
Predictions are inaccurate
MidYIS and Yellis predictions
are often wrong for my
classes. What’s the point of
using them for target setting?
They’re usually irrelevant and
counter-productive.
Yellis Points Predictions
Subject
(Test score 71% Band A)
National
75th Percentile
Prior Value-Added
Art
6.6
6.9
7.1
Business Studies
6.4
6.7
6.3
Design
6.4
6.7
7.4
Drama
6.5
6.7
6.8
English
6.6
6.8
7.0
English Lit
6.5
6.8
6.9
French
6.3
6.5
7.1
Geography
6.7
6.9
7.6
History
6.6
6.9
7.4
ICT
6.7
6.9
5.5
Maths
6.9
7.1
7.1
Music
6.5
6.8
6.0
P.E.
6.6
6.9
6.9
R.E.
6.9
7.2
6.8
Science
6.6
6.8
7.1
Additional Science
5.5
5.7
6.2
Spanish
6.4
6.6
7.5
Statistics
6.5
6.7
6.4
MidYIS Chances Graphs
Yellis Chances Graphs
Chemistry
Adjustable for:
•Upper Quartile of Schools
•Previous Value-Added Performance
•Teacher’s Own Adjustment
Geography
English
Mathematics
Mindset

Fixed Mindset


I thought I could get
an A in this subject,
but the chances graphs
tell me I’m most likely
to get a B. I’m not as
clever as I thought I
was.
I know I’m going to get
an A so these graphs
are a waste of time.


Growth Mindset
The most common
outcome last year
was a B and most of
my work has been Agrade so far, so I’m
clearly making good
progress. What do I
have to do to be one
of those who get an
A*?
Chances Graphs as Tools for
Reflection

Encourage pupils to ask questions:



Which column is the best starting point
for discussion?
What does my current performance
suggest I’m likely to achieve?
What quality of work/approach do I
need to achieve to get my target
grade?
Target Setting Information
Year 10 Pupils get ...
 Briefing
 MidYIS chances graphs
for each of their
subjects (adjusted)
 Form period with tutor
to discuss
 A letter sent home with
chances graphs and an
explanation.
Year 10 Teachers get ..
 MidYIS Score
 GCSE Points predictions
 Pupil chances graphs
 One lesson to discuss
and agree targets with
pupils.
GCSE Value-Added Results
Value-added data is
just used as a stick to
beat us with. Every
year it’s demoralising
and doesn’t help us or
the kids to improve.
Managing Improvement
CEM Centre info
used to inform
Evaluation
5. What
could we
have done
better?
1. Where
are we
now?
4. Has what
we've done
made a
difference?
2. Where
do we want
to be?
3. How will
we get
there?
CEM Centre
info used to
inform Analysis
Questions for GCSE valueadded







What’s the overall picture (more blobs below or
above the line)?
Which grades represent good/poor value-added?
What’s the picture for each ability band?
Who are the outlying individuals and why?
What’s the longer-term trend?
Has what we have done made a difference?
What could we do that will make a difference?
Band D Band C
<39%
39%
Band B
50%
Band A
≥ 62%
Value-Added Analysis
Grantly is right if ...






Value-added results are the
only judge of success;
Poor results are seen as the
fault of the teacher and good
ones as the virtue of the pupils;
No plan to identify and work
with potential underachievers
had been in place;
The context is disregarded;
Only one year’s results are used
as the basis for judgements;
No constructive plan for
improvement is developed.
Grantly is wrong if ...






Value-added results are the
starting point for analysis;
The teacher’s honest analysis
of the reasons for good/bad
performance is accepted;
Underachievers have been
identified and all possible steps
taken to help them;
The context is discussed;
Trends over at least three
years are analysed;
An constructive and achievable
plan is developed.
How to summon a patronus
1.
2.
3.
4.
5.
6.
Have a clear vision of how the information can be
used for the benefit of your pupils and choose the
pace carefully.
Involve parents.
Colleagues must want to use the information
because it illuminates the Teaching & Learning
process in a unique way.
Commitment to on-going refreshers and training.
Make the information available through MIS and/or
school network.
Support and leadership from SMT.