The document discusses how to effectively use Question Level Analysis (QLA) to analyze student performance on assessments. It explains that QLA involves administering end-of-unit assessments in class, marking them, and inputting student scores into an Excel spreadsheet to calculate data for the whole class and compare performance to other classes. This identifies problem areas to reteach content and skills. The document provides guidance on setting up QLA assessments, including covering a variety of skills and marking the test. It demonstrates how the Excel sheet can track individual student and class progress. Teachers can then use the analysis to plan targeted revisions and address weaknesses before the next assessment.

1. Effectively using data
QLA Your Way
Afternoon Inset
Wednesday 2nd December 2015

2. What is QLA?
Question
Level
Analysis
 Key Stage 4
 End of Unit assessments conducted in
class (60 marks)
 Marked by Teacher
 Scores for each question are input to
an excel spread sheet
 Data for the whole class is calculated.
Compares to other classes.
 Identifies problem areas which require
reteach (Skill and Content)

3. How to set up a QLA based assessment
 Scheme of work
 Suitable assessment (55-60 marks)
 Cover as much content as possible in the questions
 Test a variety of different skills (Describe, Explain, suggest, evaluate,
compare, fact recall, application, comprehension etc……)
 Mark test and record scores on front cover
 Input data to spread sheet
 Analyse and plan accordingly
 Share

4. Assessment Front Cover

5. The basic layout
 One sheet per class or whole year (department preference)
 Can be used to compare your own group against themselves
or with parallel group.
 Marks, % and grade can be kept on for all classes.

6. Single skill
focus.
Progress
tracking
6 mark
questions

7. Name structure of the
heart, vessels, blood
supply
Describe a graph, Explain
ventilation and artificial
ventilation
Compare data, food
production QWC, farming
State the features and
functions of blood
Function of stomata,
Calculating density of
stomata, Data analysis -
water loss.
Reading graphs - Describe
and explain -blood
glucose, temperature
changes
Explain - Function of the
kidney
Problem Actions
10 7 3 4 4 5 2 35 B 6 mark/ recall Practice qs, afterschool drop in
5 5 4 1 6 7 1 29 C Confidence in ideas. Lack of revision Practice qs at home.
6 5 2 4 0 5 1 23 D Too much waffle structure and preparing concise answers
8 6 6 4 4 7 2 37 A
6 2 3 1 7 5 1 25 D Responding to command words
6 8 7 4 2 5 2 34 B Interpreting qs, recall Rewriiten qs and analysing markscheme
8 9 7 3 4 8 2 41 A*
6 5 6 4 7 10 2 40 A
6 1 6 3 3 5 2 26
D
All exam technique - content
knowledge is good Practice reading and analysing questions in class
3 4 5 4 5 6 1 28
C
Last minute revision only. Not enough
confidence
Make revision timetable, attend revision classes.
Practice exam qs at home
9 4 7 4 7 6 2 39 A
10 8 7 4 7 5 3 44 A*
9 4 5 4 4 5 2 33
B
Questions are left because of problems
remembering then running out of time Planning structure and recall practice.
8 7 5 4 7 9 1 41 A*
6 1 5 2 3 4 0 21
D
Gaps in knowledge that had not been
worked on
Attend after school drop in. Summarise key points
in topic.
4 7 4 4 5 6 2 32 C Linking ideas together. Keywords Revise definitions.
8 3 7 4 8 8 2 40 A
9 8 5 4 4 3 1 34 B
7 4 6 4 3 3 1 28 C Lack of revision . Develop timetable, attend revision classes.
7 8 8 4 7 4 2 40 A
9 9 2 4 5 8 2 39 A 6 mark questions (QWC) Analysed mistakes, practice of other qs.
9 3 4 4 6 7 2 35 B
7 2 3 4 2 4 2 24
D
Exam technique and reading the
question
Practice highlighting and identifying key parts of
the question before answering
8 8 6 4 6 4 1 37 A
8 7 4 3 7 7 2 38 A
7 4 7 4 8 3 1 34 B
8 4 4 3 5 6 2 32 C Use of language Practice exam qs
7 6 4 2 3 3 1 26
D
Time management. Leaving questions
and coming back but panicking and
"writing any old stuff" Practice timings in class and analysing questions
8 7 6 3 3 6 3 36 B
6 5 6 2 3 6 1 29 C Confidence. Waffle in answers Practice 6 marks in class
7 5 5 3 5 6 2 33 B
73 54 64 86 54 47 23 56
10 10 8 4 9 12 7 60
Initiating discussions with students

8. Making QLA work for you
 Not just another thing to do
 Can be personalised as needed.
 Decide on a focus and tailor your QLA to that. Helps with
BlueSky.
 Makes it easier to identify weaknesses in students knowledge
and skills.
 Weaknesses addressed in the following lessons and before the
next assessment. Planning becomes quicker.
 Helps with OTFG, report writing and subject evenings.