YEAR GROUP ANALYSIS
NAME EXAMS A-E POINTS MEAN INDICATOR
ALLETTE P 3 2 100 33.33 5.37
ANTELL S 2 0 0 0.00 4.11
BARNETT H 3 3 220 73.33 4.75
BENTLEY S 2 2 120 60.00 5.11
BLAKE A 3 2 100 33.33 0.00
BRIGHT R 3 3 320 106.67 5.60
BROGUE S 2 1 80 40.00 4.86
BROAD S 3 3 280 93.33 6.22
CABLE C 2 1 40 20.00 4.62
CANN D 4 4 220 55.00 4.43
CATTO E 3 2 140 46.67 5.60
CHAPLIN C 3 3 340 113.33 6.67
COINETT N 3 2 120 40.00 4.50
DODGE R 3 3 140 46.67 0.00
WINSTON C 3 3 280 93.33 5.67
WRIGGLEY G 3 3 240 80.00 4.67
WRIGHT A 3 3 340 113.33 6.30
YANDLE S 3 2 80 26.67 5.70
YENSTON B 3 0 0 0.00 0.00
YOEMAN N 2 2 100 50.00 5.00
YOUNG C 3 3 200 66.67 6.44
YOUNGER T 3 3 320 106.67 5.56
Number of candidates 83 Number of entries 240
Female candidates 34 Female entries 98
Male candidates 49 Male entries 142
Subjects sat 239 Number of absences 1
Ave. entries per cand. 2.89 Female absences 0
Total A-E 188 Male absences 1
Average no. A-E 2.27 Year group mean 57.15
Standard dev. 49.58 Year group Ind. mean 5.31
I.Q.R. 90.21 to 24.10 Fem. Ind. 5.31 Male Ind.5.32
Grade A B C D E N U A-E
% 7.11 12.97 19.25 22.59 16.74 12.55 8.79 78.66
Nos. 17 31 46 54 40 30 21 188
Female
% 8.16 10.20 18.37 23.47 20.41 12.24 7.14 80.61
Nos. 8 10 18 23 20 12 7 79
Male
% 6.38 14.89 19.86 21.99 14.18 12.77 9.93 77.30
Nos. 9 21 28 31 20 18 14 109
In this display, again abbreviated, next to the pupil names are shown the number of examinations taken by each individual, the number of grades A-E, the individual's points total, mean score (points divided by subjects entered) and indicator score(GCSE mean grade). At the foot of the display is given an analysis of the group's performance, broken down by gender as well as for the whole group, including grade distribution.
The Standard deviation gives some idea of the spread of the grades. The IQR, or Interquartile range, shows the range of grades obtained by the middle 50% of candidates, ignoring the extremes of attainment at both ends of the scale and assuming a normal distribution.
The year group mean is the average grade achieved by the group as a whole and could be used to make a comparison with previous years, but the Year group Ind. mean (GCSE mean for the year group as a whole) should also be borne in mind as an indication of the general ability of the group.
Things to consider
The grade distribution for the group, girls and boys. Are the grades normally distributed or clustered? Are girls doing as well or better than boys? - could be useful information for an Equal Opportunities discussion. Does the school need to concentrate on improving its performance in a particular grade range?
The numbers of girls compared to boys. Is one gender obtaining higher grades than the other? Look at the male and female indicator scores to see if the respective gender groups are of similar ability.
The average number of grades A-E and the average entries per candidate are both indicators but can reflect the ability of the group rather than the performance of the school.
The number of absences could be important. If this figure starts to become significant then one must look at such things as pupils being allowed to drop subjects after entry and students failing to deliver required coursework, besides the obvious failure to attend the examination.
Try plotting the average indicator score against the average grade over a number of years. Does any movement in the graph of the average grade match that of the indicator or is the group grade improving faster than the indicator? This could be evidence of improvement by the school but could also be the exam getting easier!
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