CEM CONFERENCE EXETER
Interpreting Feedback from Baseline testsWhole School and Individual Student Data
Day 1 Session 2
Geoff Davies
27th February 2013
Using Baseline Data for Teaching and Learning
• Informing professional judgement
• Begging Questions
• Supporting teachers
• Starting conversations
• Starting a diagnostic process in some cases
How able is this year group?
What are the strengths and weaknesses of this cohort?
How did individuals perform?
Bands, percentiles, standardised scores…
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
25
80
75
90
95
99
150
National Quartile Ability Bands
BANDS
BASELINE
D
C
B
A
ALIS: AV GCSE
<5.0
5.0-5.7
5.7-6.55
>6.55
Yellis %
>43
43-52
52-61
>61
STANDARDISED CABT
MidYIS, Yellis and Alis
<90
90-100
100-110
>110
IN ANY COHORT, 25% OF THE POPULATION WILL BE IN EACH BAND.
THE VALUES MAY VARY SLIGHTLY FROM YEAR TO YEAR
Band Profile Graph: all MidYIS cohort
A school with a ‘completely average’ intake would
have 25% of pupils within each band.
Band D
Checking this graph each year will give you an
immediate overview of your intake.
Band A
Independent schools only
2011-12
Overall: Percent in each Band
Year 7 MidYIS Test 2011/2012
Independent Schools' Standardisation
Year 7 MidYIS Test 2011/2012
Independent Schools' Standardisation
100
90
80
70
Percent
60
50
45
40
36
30
20
14
10
5
0
D
C
B
A
7 Band Profile - MidYIS Overall Score Year 7 Academic Year 2012
35
32
Percentage
30
23
25
23
20
14
15
10
5
5
5
0
0
<= 76
76 - 88
Far Below Well Below
Average
Average
88 - 96
96 - 105
105 - 113
Below
Average
Average
Above
Average
Category
113 - 125
>= 125
Well Above Far Above
Average
Average
A Grammar School present year 11 (5th year) YELLIS BANDS
Alis: year 12 students, two baseline profiles
for the same school
Nationally, 25% in each band
Comments and potential implications?
Vocabulary: Percent in each Band
Year 7 MidYIS Test 2011/2012
100
90
90
80
80
70
70
60
60
Percent
Percent
100
50
37
40
20
25
35
26
30
20
17
21
20
10
17
10
0
0
D
C
B
A
Band D
D
Band A
90
80
80
70
70
60
60
Percent
90
40
33
35
30
A
Band A
50
40
30
29
21
20
B
Skills: Percent in each Band
Year 7 MidYIS Test 2011/2012
100
50
C
Band D
Non-Verbal: Percent in each Band
Year 7 MidYIS Test 2011/2012
100
Percent
50
40
30
Maths: Percent in each Band
Year 7 MidYIS Test 2011/2012
24
26
21
20
11
10
10
0
0
D
C
B
A
D
Comments?
C
B
A
Proof Reading: Percent in each Band
Year 7 MidYIS Test 2011/2012
100
90
80
70
Percent
60
Skills: Percent in each Band
Year 7 MidYIS Test 2011/2012
100
50
40
38
26
30
19
90
20
17
80
10
70
0
D
40
30
100
29
24
26
21
C
B
A
Perceptual Speed & Accuracy: Percent in each Band
Year 7 MidYIS Test 2011/2012
50
90
20
80
10
70
0
D
C
B
A
60
Percent
Percent
60
50
40
30
30
24
23
23
D
C
B
20
10
0
A
What do the sections of the MIDYIS test measure?
Vocabulary Score
The Vocabulary component of the test is generally an important element for most
subjects. For English, History and some Foreign Languages it is the best.
However the Vocabulary score is perhaps the most culturally linked of all
the scores. Those who have not been exposed to vocabulary-rich talk or a wide
variety of reading material or whose first language is not English are unlikely to
have developed as high a vocabulary score as they would have developed in a
different environment.
Maths Score
The Maths score is well correlated with most subjects but is particularly important
when predicting Maths, Statistics, ICT, Design Technology and Economics.
The Maths section has been designed with the emphasis on speed and fluency,
rather than knowledge of Maths. Like the Vocabulary score, the Maths score is a
good predictor of later academic performance.
Non-Verbal Score
The Non-Verbal score is composed of the three sub tests: CrossSections, Block Counting and Pictures. The Non-verbal score is
important when predicting Maths, Science, Design Technology
Geography, Art and Drama. It provides a measure of the pupil’s
ability in 3-D visualisation, spatial aptitude, pattern recognition and
logical thinking. It can give an insight in to the developed ability
for pupils for whom English is a second language
Skills Score
In the Proof Reading section pupils are asked to spot mistakes in the spelling,
punctuation and grammar of a passage of text. eg mis-spelling of words like
‘there’ and ‘their’.
The PSA (Perceptual speed and accuracy) section asks pupils to look for
matches between a sequence of symbols on the left and a number of possible
choices on the right. Given enough time most pupils would probably get the
answers correct but we are measuring how quickly pupils can find a correct
match. An interesting result from our work with the Deaf and Hearing
Impaired community shows that on average, Hearing Impaired pupils score
well above the national average on the PSA section of the test. The PSA
section allows speed to be demonstrated free from the demands of memory.
The Proof Reading and PSA tests are tests for the modern world, and are
designed to measure fluency and speed. They rely on a pupil’s scanning and
skimming skills, skills that are desirable in examination situations.
Individual Pupil Records:
• Show pupils’ strengths and weakness of
different sections of the baseline test
• Bands A,B,C, & D (quartiles)
• Scores are standardised to have a mean of
100 and a standard deviation of 15
• Tables and graphs which include error bars
• Stanines and percentiles
• Confidence limits
16
IPRs
(Individual
Pupil
Record
Sheets)
Top of
confidence
limit
Bottom of
confidence
limit
An exercise for you on this later!!
Scores Standardised On A Nationally Representative Sample of Schools
Standardised Scores
Sort Data By...
Mean Score: 100
Standard Deviation: 15
Average
100.6
95.9
105.3
99.2
98.1
St. error
1.1
1.1
1.1
1.1
1.1
Band
St. Score
MidYIS Score
Band
St. Score
Skills
Band
St. Score
Non Verbal
Band
Maths
St. Score
Band
St. Score
Vocabulary
On another day, with 95% certainty, the score of 100.6 (+/- 1.1 x 2)
• would not be higher than 100.6 + 2.2 = 102.8
• would not be lower than 100.6 – 2.2 = 98.4
How might this information be useful?
Some pupil data MIDYIS
2009
Vocabulary
Maths
Non-Verbal
Skills
Overall
Score
Band
Score
Band
Score
Band
Score
Band
Score
Band
Pupil 01
122
A
125
A
116
A
107
B
126
A
Pupil 02
105
B
110
A
127
A
95
C
108
B
Pupil 03
105
B
93
C
110
B
89
D
99
C
Pupil 04
91
C
116
A
130
A
115
A
103
B
Pupil 05
111
A
144
A
122
A
103
B
129
A
Pupil 06
107
B
112
A
85
D
97
C
109
B
Pupil 07
115
A
106
B
100
C
86
D
112
A
Pupil 08
141
A
137
A
132
A
135
A
143
A
Pupil 09
104
B
92
C
105
B
109
B
98
C
Pupil 10
99
C
119
A
114
A
99
C
109
B
Pupil 11
108
B
126
A
130
A
140
A
118
A
Pupil 12
106
B
123
A
120
A
105
B
116
A
Pupil 13
103
B
96
C
103
B
104
B
99
C
Pupil 14
108
B
110
B
112
A
108
B
110
A
Pupil 15
95
C
104
B
103
B
122
A
99
C
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
Individual Pupil Record
Date Of Birth:
Sex:
75
Student Number:
Form:
24/12/97
F
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
Band
Stanine
Percentile
Standard
Score
B
5
53
101
B
5
52
101
C
5
46
98
C
5
46
99
B
5
52
101
Nationally Standardised Scores with 95% Confidence Band
Nationally Standardised Scores
150
140
130
120
110
100
90
80
70
60
Proof Reading PSA
106
B
96
C
50
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
A relatively lower vocabulary score might
indicate a difficulty which:
• could contribute to under-performance in
most, if not all subjects
• might lead to ‘stressful situations’
• may lead to further investigation and
subsequent pupil support
Individual Pupil Record
Date Of Birth:
Sex:
RAWAD OKBI
Student Number:
Form:
29/08/99
M
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
8E
Band
Stanine
Percentile
Standard
Score
D
3
20
87
B
5
58
103
B
6
67
107
B
6
71
108
C
4
34
94
Nationally Standardised Scores with 95% Confidence Band
Nationally Standardised Scores
150
140
130
120
110
100
90
80
70
60
Proof Reading PSA
88
D
118
A
50
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
A relatively low maths score might indicate
potential weaknesses in subject areas
which require:
• numerical skills
• logical thinking
• skills such as sequencing
CONVERSELY: a high maths score but a
low vocab/reading score…….
Individual Pupil Record
Date Of Birth:
Sex:
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
RACHEL STRONACH
Student Number:
Form:
13/1/99
F
8E
Band
Stanine
Percentile
Standard
Score
B
6
63
105
D
3
15
84
A
6
76
111
B
6
67
107
C
4
37
95
Nationally Standardised Scores with 95% Confidence Band
Nationally Standardised Scores
150
140
130
120
110
100
90
80
70
60
50
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
A relatively high non-verbal score might indicate potential
strengths in subject areas which require:
• 3d, and 3d into 2d, visualisation
• Spatial awareness
• Understanding images in 2d representing 3d
• Extracting information from visual images
• Science, D and T, Art, Geography……
and vice versa
Individual Pupil Record
Date Of Birth:
Sex:
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
SULAIMAN BAHELMI
Student Number:
Form:
23/2/99
M
Band
Stanine
Percentile
Standard
Score
A
7
81
113
B
6
66
106
D
3
18
86
B
6
68
107
A
7
77
111
Nationally Standardised Scores with 95% Confidence Band
Nationally Standardised Scores
150
140
130
120
110
100
90
80
70
60
50
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
A relatively low skills score might indicate
potential weaknesses such as:
• Speed of processing/working
• Potential underperformance in
test/examination conditions
• Poor written work (SPG etc.)
and vice versa
Skills: Proof Reading
Skills: Perceptual Speed and Accuracy
Date Of Birth:
Sex:
Student Number:
Form:
M
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
7Y Sex:
Band
Stanine
Percentile
Standard
Score
A
9
99
134
A
8
90
119
A
7
85
116
D
3
20
87
A
9
98
130
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
150
150
140
140
130
120
110
100
90
80
70
Band
Stanine
Percentile
Standard
Score
C
5
50
100
A
8
89
119
B
5
54
102
B
6
61
104
B
6
72
109
Nationally Standardised Scores with 95% Confidence Band
Nationally Standardised Scores
Nationally Standardised Scores
Nationally Standardised Scores with 95% Confidence Band
Proof Reading PSA
101
B
83
Form:
M
130
120
110
100
90
80
Proof Reading PSA
70
D
60
83
D
114
A
60
50
50
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
SEN use of MIDYIS test results
Analysis of baseline test individual skill profiles to
indicate potential areas of learning difficulties
e.g. If the two lowest scores are the vocabulary
and skills section and are, or close to being,
statistically significant (see IPR)
• Then the student might be dyslexic.......
• Follow-up with appropriate diagnostic tests…..
Sex:
Form:
F
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
7C
Band
Stanine
Percentile
Standard
Score
C
4
27
91
B
6
68
107
B
6
75
110
D
2
10
81
C
5
45
98
Nationally Standardised Scores with 95% Confidence Band
Nationally Standardised Scores
150
140
130
120
110
100
90
80
70
60
50
Vocabulary
Maths
Non-Verbal
Skills
MidYIS Score
Using national baseline test scores to
Identify Gifted Pupils
 Scores over 130 – top 2% nationally
 Scores over 126 – top 5% nationally
 Scores over 120 – top 10% nationally
 Scores over 110 – top 25% nationally
Using MidYIS IPRs to Inform Teaching and Learning
The IPR on its own simply tells us about the relative performances
of the pupil on the separate sections of the test, where the pupil
is strong, where performance has been significantly above or
below national averages or where the pupil has significantly
outperformed in one section or another.
It is when the IPR is placed in the hands of a teacher who knows
that pupil that it becomes a powerful tool.
It is what teachers know about individual pupils: what has
happened in the past, how they respond to
given situations and how they work in the teacher’s
specific subject that inform the interpretation of the IPR
If the IPR data from MidYIS, the teacher’s personal and
subject specific knowledge and experiences regarding
the pupil can be shared, then there becomes a much more
powerful instrument for supporting pupils’ learning needs.
Some pupils will display an IPR pattern with significant differences between
one or two components of the MidYIS Test.
These can be the most interesting and possibly the most challenging pupils for mainstream
classroom teachers.
Scenarios and anecdotal findings
Handout Page 3
A SELECTION OF MIDYIS SCORES FOR ‘WATERLOO ROAD’ !!
Why would this be a very challenging class to teach?
Vocabulary
Surname
Maths
Non Verbal
Skills
MidYIS Score
St. Score
Band
St. Score
Band
St. Score
Band
St. Score
Band
St. Score
Band
Sex
A
F
81
D
110
B
108
B
112
A
94
C
B
F
128
A
107
B
105
B
94
C
120
A
C
M
106
B
121
A
103
B
90
D
114
A
D
F
107
B
84
D
96
C
107
B
96
C
E
M
96
C
90
D
130
A
91
C
92
C
F
F
86
D
86
D
120
A
74
D
84
D
G
F
100
B
115
A
80
D
103
B
108
B
H
F
121
A
96
C
114
A
86
D
111
A
I
M
92
C
100
C
96
C
123
A
95
C
J
M
100
C
105
B
100
C
99
C
102
B
K
M
128
A
132
A
114
A
131
A
133
A
L
M
76
D
70
D
74
D
73
D
71
D
What do I need to know/do to teach this (difficult) class of twelve pupils
These are real anonymous scores from a number of schools around the UK
3
Vocabulary scores significantly lower than other component scores
Second language? Deprived areas? Difficulty accessing curriculum.? Targeted help does work. Seen in
nearly all schools. Worth further diagnosis. Could potentially affect performance in all subjects
Vocabulary scores significantly higher than other component scores
Good communicators. Get on. Put Maths problems in words?
Mathematics significantly higher than other scores
From Far East? Done entrance tests? Primary experience?
Mathematics significantly lower than other scores
Primary experience. Use words and diagrams? Sometimes difficult to change attitude..Difficultiess with
logical thinking and skills such as sequencing
Low Mathematics scores with High Non-verbal Scores
Use diagrams. Confidence building often needed
Pupils with non-verbal scores different from others – High Non-verbal Scores
Frustration? Behaviour problems? Don’t do as well as good communicators or numerate pupils? Good at
3D and 3D to 2D visualisation and spatial awareness. Good at extracting information from visual images
Pupils with non verbal scores different from others – Low Non-verbal Scores
Peak at GCSE? A level ?
Pupils with low Skills scores
Exams a difficulty after good coursework? Suggests slow speed of processing.
High Skills Scores
Do well in exams compared with classwork?
The Average Pupil
They do exist!
High scores throughout
Above a score of 130 puts the pupil in the top 2% nationally
Low scores throughout
Below a score of 70 puts the pupil in the bottom 2% nationally
3
Sharing data with colleagues: e.g. baseline test data
Last Name First Name Tutor Group
Vocab
+
+
07S1
07Q1
07H1
07M2
Non Verbal
Skills
-
+
117
126
106
+
+
127
120
07Y1
111
+
07Y1
+
113
07S2
07S2
07T2
98
+
-
137
116
+
+
07Q1
07S1
07H2
Overall MidYIS
117
-
07Q2
07H1
Maths
-
101
113
126
+
07H1
88
07H2
104
07M1
123
-
07M2
07S1
-
111
+
+
07Q1
07Q2
7Y2
-
128
+
114
109
132
INSIGHT Pupil IPR
Speed Reading
Text Comprehension
Passage Comprehension
Overall Reading
Number & Algebra
Handling Data
Space, Shape & Measures
Overall Mathematics
Biology
Chemistry
Physics
Overall Science
Vocabulary
Non Verbal
Skills
Overall Ability
Standard
KS3
Score
Equivalent
Band
Stanine
Percentile
B
B
6
5
69
60
107
104
6c
5a
C
5
45
98
5b
B
5
59
103
5a
D
3
19
87
4a
B
D
6
4
61
23
104
89
6a
5c
C
4
31
93
5b
A
A
A
7
9
8
82
96
89
114
127
118
6a
7a
7c
A
8
93
122
7b
B
B
A
6
6
8
65
70
92
106
108
121
C
4
36
94
Overall Ability
Skills
Maths
60
Non Verbal
Vocabulary
Overall Science
Physics
Chemistry
Biology
Overall Mathematics
Space, Shape & Measures
Handling Data
Number & Algebra
Overall Reading
Passage Comprehension
Text Comprehension
Speed Reading
Standardised Scores
Standardised Scores With 95% Confidence Band
160
140
120
100
80
40
Overall Science
Physics
Chemistry
Biology
Overall Mathematics
Space, Shape & Measures
Handling Data
Number & Algebra
Overall Reading
Passage Comprehension
Text Comprehension
a
8b
c
a
7b
c
a
6b
c
a
5b
c
a
4b
c
a
3b
c
2a
N
Speed Reading
KS3 Level
IPRs in KS3 Levels
KS3 Equivalent Levels with 95% Confidence Band
NATIONAL AVERAGE
The code:
j: reduces size
k: infills
m: inverts
Sharing the baseline Information within School
Using your MIS systems
Baseline test data can be useful
• to indicate reasons for student learning difficulties and may go some way
to explain lack of progress, flag up causes for underachievement and even
behaviour problems.
• for all teachers and support staff. It can help to support professional
judgement and give a better understanding of the progress students make
at school and their potential later performance.
• to refer to for pupil reviews, writing reports, meeting parents, monitoring
progress and interim assessments.
HANDOUT 1
pages 1 and 2
Percentage of pupils falling into each MidYIS Band over time
2013 Current Year7
2012 Current Year 8
2011 Current Year 9
2010 Current Year 10
2009 Current Year 11
2008 Current Year 12
2007 Current Year 13
2006 Last year’s Year 13
OVERALLMIDYIS
Historical Band Profiles: Overall Score
(Nationally Representative Standardisation)
100%
Year
Band A
Band B
Band C
Band D
2013
14
26
36
23
2012
22
21
31
26
2011
18
24
31
28
2010
24
23
28
24
2009
19
29
28
24
2008
17
34
24
25
2007
23
26
27
23
2006
18
24
26
32
90%
80%
Percentage
70%
60%
Band D
50%
Band C
40%
Band B
30%
Band A
20%
10%
0%
2006
2007
2008
2009
2010
2011
2012
2013
MidYIS Baseline Testing Year
VOCABULARY
Historical Band Profiles: Vocabulary Score
(Nationally Representative Standardisation)
100%
Year
Band A
Band B
Band C
Band D
2013
19
34
28
18
2012
25
20
37
17
2011
25
24
26
25
2010
28
23
27
21
2009
23
22
29
27
2008
30
21
25
25
2007
30
26
23
20
2006
19
19
30
32
90%
80%
Percentage
70%
60%
Band D
50%
Band C
40%
Band B
30%
Band A
20%
10%
0%
2006
2007
2008
2009
2010
2011
MidYIS Baseline Testing Year
2012
2013
1
MATHS
Historical Band Profiles: Maths Score
(Nationally Representative Standardisation)
100%
90%
Year
Band A
Band B
Band C
Band D
2013
12
18
39
31
2012
17
21
26
35
2011
12
21
34
33
2010
21
20
29
29
2009
23
22
26
29
2008
16
19
36
28
2007
19
23
29
28
2006
24
18
29
29
80%
Percentage
70%
60%
Band D
50%
Band C
40%
Band B
30%
Band A
20%
10%
0%
2006
2007
2008
2009
2010
2011
2012
2013
MidYIS Baseline Testing Year
NON VERBAL
Historical Band Profiles: Non Verbal Score
(Nationally Representative Standardisation)
Year
Band A
Band B
Band C
Band D
2013
29
35
22
15
2012
35
33
21
11
2011
19
35
27
19
2010
24
32
33
11
2009
34
24
31
11
2008
21
31
30
18
2007
28
37
22
13
2006
25
34
25
15
100%
90%
80%
Percentage
70%
60%
Band D
50%
Band C
40%
Band B
30%
Band A
20%
10%
0%
2006
2007
2008
2009
2010
2011
MidYIS Baseline Testing Year
2012
2013
Scores Standardised on a Nationally Representative Sample of Schools
1
SKILLS
Year
Band A
Band B
Band C
Band D
2013
18
27
13
42
2012
21
26
24
29
2011
24
24
19
32
2010
30
26
23
21
2009
26
26
29
19
2008
21
21
27
30
2007
23
25
31
21
2006
12
25
34
29
Historical Band Profiles: Skills Score
(Nationally Representative Standardisation)
100%
90%
80%
Percentage
70%
60%
Band D
50%
Band C
40%
Band B
30%
Band A
20%
10%
0%
2006
2007
2008
2009
2010
2011
2012
MidYIS Baseline Testing Year
PROOF READING
PERCEPTUAL SPEED AND ACCURACY
Band
A
Band
B
Band
C
Band
D
2013
14
15
19
52
2012
17
19
26
38
2011
14
20
22
44
2010
20
24
27
29
2009
21
29
18
31
2008
14
25
28
33
2007
14
35
27
24
2006
11
22
35
32
Year
2013
Year
Band
A
Band
B
Band
C
Band
D
2013
31
22
17
30
2012
30
23
23
24
2011
33
23
25
19
2010
36
22
23
19
2009
32
24
22
22
2008
23
23
24
30
2007
26
29
22
23
2006
16
24
32
29
2
1) Some teachers feel that the intake into the school has changed in the past few years.
If so in which areas is the intake stronger or weaker?
2) Look at the breakdown of the individual test components for last year’s year 11.
(2008 entry). What do you notice?
a) Achievements in a core subject at GCSE in 2012 were below what had been
achieved in previous years. Can you suggest which subject it was?
b) Why would you expect better results at GCSE in this subject this year.
c) This subject faces challenges in at least two further entry cohorts. Which are they?
Suggest a strategy that they might follow.
3) What factors could explain the discrepancy between scores in the individual
components and also in those scores from year to year? Is there anything that can
be done about it?
4) Why do you think that the discrepancies between the score components can be
vastly different between schools. Which scores are particularly high compared to
the whole national cohort for this school.
2
HANDOUT 1
Page 3
(slides 37/38)
Handout 1
Page 4 and 5
Exercise
What are the Strengths and weaknesses of this A/AS level student?
To use the IPR (Individual pupil record) familiarise yourself with the terms
standard score, band, stanine, percentile and confidence band
a)Which AS/A level subjects might be avoided? ------------------------------------b) This student chose English, Film Studies, Music Technology and Psychology.
Is this a good choice? Do you foresee any problems?--------------------
You are given data relating to an institution where students completed the ALIS
computer adaptive test. They are chosen because they show significant
differences between the various parts of the test. Remember scores are
standardised around 100.
Name
Overall
St.Score
Band
Vocab
St.Score
Maths
Band
St.Score
Non Verbal
Band
St.Score
Band
Average
A Level subjects chosen
GCSE
A
78
D
49
D
99
B
92
C
na
biologymathsbusiness art
B
94
C
115
A
85
D
104
B
na
biology businesspsychologyenglish
C
88
D
97
C
85
D
104
B
5.6
historypsychologyenglishmedia
D
101
B
107
B
97
C
80
D
5.9
businesshistoryenglishdrama
E
104
B
87
D
112
A
116
A
na
biologyphysicsmaths business
F
81
D
47
D
103
B
111
B
na
mathsfurthermathsbusiness
G
93
C
113
A
84
D
113
A
na
biologybusinessfrenchgeography
H
97
C
111
A
89
D
99
C
7
artenglishpsychologyreligiousst.
I
87
D
68
D
100
B
109
B
5.4
mathsgeographyfrenchmusic
J
105
B
67
D
124
A
85
D
6.1
mathsfurthermathspsychologyeconomi
cs
K
96
C
71
D
110
A
97
C
na
biologymathsartenglish
L
92
C
60
D
111
A
97
C
na
mathshistoryreligiousst.english
a) Are there any apparent mismatches between the subjects being followed and this data?
b) What support can be given to those students who have particular weaknesses in
Vocabulary or Mathematics ?
c) How might predictions made for these students be tempered in the light of the
inconsistencies in the test components and missing average GCSE points scores?