NormalDistribution

I would just export the data from marksheet / exams organiser and do a little bit of field concatenation and then write some countifs etc.

Should be on NCA tools at the moment.

It's necessary to calculate the average but it's not necessary to then hold 5dp in your system. 5.3 is 5.3 it doesn't matter if it's 5.34999 or 5.25001

Thinks that's a SISRA thing but largely unneccesary.

The latest version is on tableschecking website.

Hi, If you download all the data from the performance tables this measure is in the column titled: AC5EM16_PTQ_EE

We'll definitely get raw scores and conversion data.

Schools are at the thin end of the data wedge.

Hence why a new census item has appeared. Expect that loophole to be closed.

If the student has grades in their previous country you can use NARIC to ascertain the GCSE equivalency.

The estimates are provided via the checking exercise under the documents tab.

Hi - thanks! - DataEducator.

re-imbursement on the annual payment to FFT I assume you mean, as of course you can pretty accurately ascertain student sub-levels from the NCA data in July.

Hi mark, Well put. I am under the impression that at individual student level you can only get for example 40 or 46 etc, i.e. the KS4 APS does not reflect the marks on the paper ergo, somoene who is one mark from a B or just into the C range still gets 40 points? is that correct. Therefore at individual student level the +/- VA is interesting but really VA needs to be considered across cohorts where you need the balance of students achieving positive and negative VA. Is this right?

Looking at your list of criteria: SISRA is probably your best bet, although i personally think a three year tie in is excessive - particularly in these uncertain times. I would recommend going to BETT this month where you can see all the products you are thinking of in action, and maybe some you haven't considered. I'm an advocate of SIMS + Excel but I can see the advantages of a more "professional" system and support, depending on your school situation.

I did a MA in Educational Research. I have found it invaluable. MA Educational Research - Education - Social science - Courses available - Taught courses - Prospective postgraduates - The University of Sheffield

4th of December now. A monumental cock-up.

The option I employ is to have a cycle of setting a KS2 level in July and then reviewing it in January/February. You can set sub-levels, even fine levels from the NCAtools data in July and then review it when FFT comes out. Last year I had to change 8 sub-levels out of a cohort of 240 in January. You can never get it completely right in July because you cannot compensate for appeals, but you can at least have the majority (95%+) of students appropriately levelled. The plus sides are you are not at FFTs mercy, teachers are off your back and in January you just have to say, new national data or appeals has come to light and now X, Y and Z’s sub-level has moved from this to this and targets have been adjusted accordingly. Important to remember that the sub-levels won’t be used by the time this cohort reach Y11, so really all their data is going to change anyway, so as long as it is ball park that’s better than no ball.

I don't know, one of the reporters emailed me for a few questions and answers which I gave. I hadn't heard of it before that. They seem really nice people although they told me the magazine was aimed at Library professionals.

Gosh! Funny you should mention this: https://drive.google.com/file/d/0B8cR7OtZSTKlNlB4dFpyQldVV0U/view?usp=sharing

That's how it will be measured until the KS2 scores change, although it will use fine grade and not sub-levels but I built the tool on sub-levels as that what we use currently.

yep so it assumes that if they filled the empty slots they would achieve their average grade

As alluded to, it's pie in the sky, because the national attainment 8 estimates that are provided, and i assume are used as the basis of P8 modelling in SISRA are almost certainly under-estimates particularly for lower ability pupils as currently lower ability pupils are less likely to be on pathways that give them 3 ebacc subjects, but come 2016 this will have changed. In turn this will change the estimates and the P8 outcomes by quite a bit i imagine. I started a P8 tool last year that allows you to model different national scenarios, but again I'm only really using this as a best case and worst case scenario. have a look if you like: https://drive.google.com/file/d/0B8cR7OtZSTKlUXBqYmM5NHNTOVk/edit?usp=sharing

Here's my blog: dataeducator | Data, data everywhere, no time to stop and think I ought to put more stuff on it.. .but time presses.

How about this: www3.hants.gov.uk/extended--codes-v1-oct06.xls