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- Is it possible to combine the CLA and ELA data for the analysis because the ABCD criteria are different from other subjects?
- It will be helpful to combine different year groups to see the overall trend.
Thank you very much for your help!

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Statistical analysis performed FY2 Criterion A vs CAT4 mean - correlation = 0.45, explains approx 20% of variance assuming normal distribution. Will stratify by LA/LL, answer question as to whether language stream is a significant predictor of MYP Criterion A, run ANOVA to check.

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FY2A- a .4 difference in favour of LL learners. Can we provide assessments that practice the same skills but give more support to ELA learners?

FY2A- Sex- girls are slightly stronger in Criterion B, while there is no difference between the sexes regarding the other criteria. Provide different methods of scaffolding to help males produce a stronger reflection e.g. use of prompts to identify the ATL / IBLP in the unit

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FY2C - ELA - Very minimal difference in any criterion, no more than+0.1 in favour of L&L performance (MYP = 0).

FY2C - Sex - Some difference in Criterion B (Includes Reflection) in favour of girl's performance + 0.8 (MYP = +0.8) and considerable difference in Criterion A +1.8. Strategies around choice of reflective practice. Gain feedback from students. Suggestion to include prompts to help with use of terminology and in refelcting e.g. Identify the keywords and terms from the unit
Identify the ATL for the assessment. Explain how you have approached this and what have you learnt about this ATL
Describe how you can transfer this learning to our next unit / assessment or even another subject
Examine the IB Learner Profile above. Identify 1-2 attributes and explain how you have developed them through this assessment / unit as a whole.

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Remove A - Noticeable difference in Criterion D in favour of girls +1.2 compared to +0.9 across all criteria. More question prompts, differential and high-level questioning. learning frames provided for OPVL analysis. Possibly change the type/format of some summative assessments.

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Criterion A is needed for all the other criteria but overall it is currently the weakest grade. We will build more "knowing and understanding" questioning into real life problems across the year groups, and especially on demand criterion D assessments in Remove and hundred rather than longer term projects.

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FY1D - ELA pupils slightly weaker in Communication -0.4 (Criterion C), while A,B and D only -0.1. Suggest to give a greater variety of assessment styles for how they can be assessed e.g. written assessment could be a podcast, video, speech etc. - provide greater pupil autonomy on how they exhibit the assessed skills.

FY1D - Noticable difference in Criterion D (Critical Thinking) in favour of girl's performance + 1.3 (MYP = +0.9). Strategies around greater verbal questioning. Use evaluation frames (pupils to identify strengths and weaknesses / similarities and differences) prior to doing assessed work

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Boys: Reducing laptop use to limit distractions for boys.
Changing the format of summative submissions.
Varying the range of presentation/interacting with knowledge for process work.

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What have you learned from the data?
What are your priorities?
What are you going to do next?
What change to you hope to effect?
How will you know if you have been effective?
What questions do you still have?

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Misconception? Male teachers appeal to boys more?

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Absence vs performance  - How does absence, especially in FY1 and FY2 students, influence the results?

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Would we be able to measure the EAL support provided for an individual pupil e.g. time or frequency? Would that influence the results?