Timestamp

How do you analyse your

class's STwE data at the
beginning of the year to
inform your teaching
practice?

How do you practically use your

class's STwE data in class
during the year?

I use it to give me a indication

as to who might be looking for
11/10/2016 15:40:19
not well enough
extension and who might need
support through the year
I look at the "low" and "high"
end students - with the low I
make sure they are seated near
the front of the class so that I
can easily access them
11/10/2016 15:44:12 throughout the lessons. The
"high" students are encouraged
to do Nobel Prize and are
placed alongside some of the
"low" students so they can help
them when I am not available

To be honest, after the first term I

forget about the STwE and tend to
use the data I get from their end of
unit tests and assessments and
things.

Consider who is in what

quartile, which aspects of the
11/10/2016 17:04:28 test they struggle with, look at
patterns of weakness or
strength

Use it for ability grouping, task

differentiation so there are different
levels of difficulty for each student,
take note of who might be good
candidates for Sci Fair and Nobel
Prize, take note of who needs
support, possible learning studies
students.

11/11/2016 8:59:42

Look over the summary data

and note any outliers

Lower abilities and higher ability

students noted and see if they
actually need any help/are
interested in anything during the
year. Sometimes the correlation of
the data to actual classroom
behaviour/attitude/effort/ability is
poor.

I have not done so too

confusing as to what
information can be obtained
11/11/2016 16:48:24
N/a
and to access. Very low priority
when I have not seen the
benefits of any analysis

Do you compare your class's

'before' and 'after' STwE data at
the end of the year, and how
Is there a better way that we as a
does this help inform your
department can be making use
planning of units?
of this data?
I do compare that but don't use
Use it to recognise where we can
the comparisons enough. Would
improve on our NOS teaching
be keen to do this more

I compare the data to see how

each of the students have
developed throughout the year
and to make note of any that may
Make the data easier to
not have improved as much as I
understand - I am still not 100%
would have thought, or in the rare
sure I am reading it correctly
case, went backwards. They are
the students that I pass on to
their Y10 teacher the following
year to keep an eye on.
I think it is useful for one aspect of
science, but need to keep in mind
Yes - have done for the past 2
that it doesn't define them as a
years. It has been very positive scientist as there are so many
with most students improving,
other aspects to science. I think
giving positive affirmation for how looking before and after and
some of the teaching and
analysing any overall strengths or
learning they are doing is helping weaknesses as a year group could
them think critically and analyse help us focus on one aspect of
unfamiliar situations.
teaching (ie to help overcome the
weaknesses) and do less on
another (strengths)?
Yes, but this is not a controlled
experiment etc, so many other
influences/factors
(environmentally and student
brains are changing a lot as they
grow/gain experiences that inform
I'm sure there is. However who
their thinking too). Also, we don't
has the resources/time to check in
teach specifically to the content
to this and improve it? What's the
of the tests (even if they intersect
cost (what will not be looked
with the learning
at/improved instead)?
strands/curriculum levels, e.g.
percentages, logic, reading tricky
bar graphs that are displayed the
wrong way around on purpose to
confuse them ... etc ...) so can't
read too much in to the data ...
All analysis could be done by one
person and then important need to
know information shared, each
no
individual teacher analysing
individual class is not an efficient
use of our time, and as a
consequence it does not get done