排序方式： 共有2条查询结果，搜索用时 33 毫秒
1
1.
Over the past few years Research Data Services (RDS), part of the National Foundation for Educational Research (NFER), has led numerous large‐scale, longitudinal projects. Feedback to schools has been provided for all of these projects, and has been in the form of sets of tables and charts and electronic files illustrating pupil performance and progress in each school compared with national norms. This study sought to establish what differences the ongoing provision of feedback has made to the participating schools. The main thrust of the study was a statistical analysis of the most current National Pupil Dataset. Using this dataset, the overall impact on pupil performance in the participating schools of their participation in projects where feedback is used could be examined. In general, the findings presented in this paper suggest that school feedback does have an impact on key stage 2 performance. 相似文献
2.
The impact of faith schools on the performance and progress of their pupils has been studied using data from the National Pupil Database (NPD). The value‐added analysis was carried out using multilevel modelling, controlling for prior attainment as well as a range of background variables, including ethnicity, sex, eligibility for free school meals (FSM), alternative measures of deprivation based on census information, special educational needs (SEN) and English as an additional language (EAL). The analysis confirmed that all faith schools, in particular, Roman Catholic and Church of England schools, made slightly more progress with their pupils than non‐faith schools. It also showed that pupils with SEN attending faith schools performed better at key stage 2 than pupils with SEN in non‐faith schools. 相似文献
1