Collecting assessment data is easy – but with so much data available, collecting the right information and ensuring you are using it effectively to support pupils’ learning can be more difficult. Emily Jones explains

With the end of the academic year fast approaching, schools across the country will have their summative assessment processes well underway.

However, while it is relatively easy to collect assessment data, interpreting it can be harder. Schools hold and generate a large amount of data. In order to make the most of it, teachers need to know what data they have, how to interpret it and, crucially, how best to use it to promote further learning.

In terms of numerical or statistical attainment data, there are several types which schools commonly collect. These include individual raw scores, standardised scores or scaled scores from national or optional assessments, information drawn from question-level analysis of tests, and teacher assessment data expressed numerically. Schools are also likely to have background data on pupils, which can be used to analyse and compare attainment of particular groups, such as boys and girls or eligibility for Pupil Premium.

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