Using Data Effectively to Inform Teaching and Learning

Using Data Effectively to Inform Teaching and Learning

Wednesday 17 January, 10:00 - 15:00

Dulwich College Shanghai Puxi


10am-3pm

This event is strictly for schools in the Dulwich College International School Group.

This workshop will be a comprehensive introduction to the way many international schools are using a combination of assessments that provide data on students’ ability, attainment and attitudes to learning in order to personalise  teaching and learning; improve academic performance and support whole school evaluation.   This session will focus on GL Education’s Cognitive Abilities Test (CAT4), Progress Test Series and Pupil Attitudes to Self and School survey used across the DCI schools. The workshop is open to any staff working in the Dulwich College International group of schools but will be most relevant for those who are relatively new to the assessments and/or those who feel that they could gain more value out of the assessment data in their school.

Claire Dunn, GL Education’s International Manager and Bernard Fawcett, GL Education’s International Consultant for schools in the region,  will refer to case study material and reports from GL Education’s range of assessments to outline how the data can help schools to:

  • Measure the cognitive ability of each individual, including EAL students
  • personalise and differentiate teaching within classrooms
  • identify Gifted and SEN students, as well as underachievers

As well as providing an overview of the assessments themselves, the workshop will include practical tasks aimed at getting the most out of the data and will include time for discussion and debate with colleagues.  Schools are encouraged to bring assessment data from their own school, so that ‘live data’ can be used in the data analysis and discussion tasks.   

Registration

Registration is only available to schools in the Dulwich College International School Group.

To register for this event click here

What you'll learn...

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