Getting Started with Data: ‘Taking your first steps down the data road’
Are you starting to explore a more substantial role for student-level data in your school? Are you beginning to consider how aptitudinal and attitudinal data can complete the triangle already begun by your existing attainment data? Would you like to ensure that student-level data can be translated into student-level impact in the classroom and beyond? In this workshop, Matthew Savage will draw on a wealth of experience across several international schools to share how best to begin the data journey. Referring to the main tools at the heart of GL Education’s assessment portfolio, he will explain what these tests are and how they work; how to introduce the tests, and collate and analyse the data; and how to share the key messages to the benefit of all stakeholders. By the end of the day, delegates should feel confident to begin that same journey in their own schools. No matter which software tool you use to collect data, you will find this day to be of value. For the practical parts of the day, you will work with datasets that have been generated using GL’s assessment tools, but the interpretations and lessons learned will have broad applicability across all schools.
See Matthew Savage’s Extended Workshop.
About the Presenter
Currently Secondary Headteacher at the International Community School in Amman, Jordan, Matthew has previously held school leadership roles in Bangkok, Brunei, Vienna and London, as well as an adjunct lectureship in School Leadership at the University Brunei Darussalam. A graduate of Oxford University, with 13 years of middle and senior leadership experience in the UK comprehensive sector, he is both the founder of Polio Points, which incentivises student achievement in schools around the world through humanitarian aid, and a fierce advocate for Student Voice, on which he has published several articles and delivered training across Europe. Through his passion for and expertise in the use of aptitudinal and attitudinal student-level data, Matthew has written widely, presented at conferences in Asia, Africa, the Middle East and the UK, and worked with schools across the world to ensure the available diagnostic and assessment tools are fully exploited to meet the teaching needs of the international school sector and the personalised learning needs of the international student. He is currently studying for his doctorate at the University of Bournemouth, under the supervision of Professor Stephen Heppell, with a research focus on attitudes to learning in different schools and sociocultural contexts worldwide.