YEAR GROUP ANALYSIS
NAME EXAMS A*-C POINTS MEAN INDICATOR
ALLEN T 10 7 436 43.60 118
BEATTY M 9 0 270 30.00 91
BENTLEY J 9 7 360 40.00 0
BRENNEN T 9 3 306 34.00 97
BORN F 9 4 336 37.33 94
BRADY G 9 0 186 20.67 0
BRAINS A 9 9 462 51.33 119
CAROL C 9 1 282 31.33 94
CARTER J 9 9 366 40.67 109
CARSON J 9 7 354 39.33 97
CHRISTY M 9 9 432 48.00 0
CHERRY B 9 8 396 44.00 129
CLAYTON Y 9 8 390 43.33 118
CLIMBER R 9 9 438 48.67 0
COURT T 9 4 330 36.67 106
DAVIES P 9 0 206 22.89 85
EBBER M 9 4 330 36.67 88
FAIRY Q 9 3 330 36.67 94
FOUNDER M 9 4 312 34.67 122
FRANKS M 9 9 432 48.00 130
GILL L 9 8 378 42.00 0
GILMAN W 8 7 338 42.25 104
GOODYEAR T 9 8 378 42.00 103
GREEN W 9 9 402 44.67 0
GUNNER S 9 4 312 34.67 103
HILLMAN M 9 9 378 42.00 102
HOCKEY B 9 8 372 41.33 102
HODDER A 9 1 270 30.00 88
HOOPER D 9 8 384 42.67 96
HOPPERMAN K 10 9 424 42.40 117
LAMONT B 9 9 438 48.67 105
LINTON C 9 9 438 48.67 115
NICHOLAS M 9 5 336 37.33 102
NICHOLLS T 10 10 460 46.00 0
OSBORNE Z 9 9 468 52.00 114
OSMOND L 9 3 276 30.67 108
PANE P 9 4 312 34.67 116
PARSON T 9 2 282 31.33 105
PLUMBER G 9 7 348 38.67 97
RAISON V 9 4 342 38.00 0
RENDALL M 9 4 330 36.67 103
ROLLANDS Z 9 8 402 44.67 95
ROSSER P 9 8 378 42.00 124
SAINT G 10 8 436 43.60 130
SMYTHE S 9 5 336 37.33 123
STONE R 9 8 366 40.67 108
WHITTLE P 9 6 366 40.67 100
WHITE O 9 9 438 48.67 127
Number of candidates 48 Number of entries 436
Female candidates 17 Female entries 153
Male candidates 31 Male entries 283
Subjects sat 435 Number of absences 1
Ave. entries per cand. 9.08 Female absences 0
Total A*-C 294 Male absences 1
Average no. A*-C 6.12 Year group mean 39.87
Standard dev. 34.91 Year group Ind. mean 106.95
I.Q.R. 63.14 to 16.59 Fem. Ind. 101.00 Male Ind.110.52
Grade A* A B C D E F G U A*-C
% 0.00 15.17 22.53 29.89 18.39 7.82 4.37 1.61 0.23 67.59
Nos. 0 66 98 130 80 34 19 7 1 294
Female
% 0.00 14.38 19.61 31.37 23.53 8.50 2.61 0.00 0.00 65.36
Nos. 0 22 30 48 36 13 4 0 0 100
Male
% 0.00 15.60 24.11 29.08 15.60 7.45 5.32 2.48 0.35 68.79
Nos. 0 44 68 82 44 21 15 7 1 194
In this display next to the pupil names are shown, the number of examinations taken by each individual, the number of grades A*-C (GCSE) or A-E (A level), the individual's points total, mean score (points divided by subjects entered) and indicator score. 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 group VRQ or indicator average 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. It is a national trend that girls tend to do rather better at GCSE than boys with the exception of certain subjects such as the sciences. Look at the male and female indicator scores.
The average number of grades A*-C (GCSE) or A-E (A level) 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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