Using ERA to help students improve
ERA provides a general overview of the school and subject grades. Looking round it, I realised there were lots of functions that were useful to us, Tina says.
However, the information Tina was really interested in was where the students had gone wrong. So our next step was to prepare a chart of all the information and then to work with our students in the express group to show them the exact points where they hadn't done well.
Enhanced Results Analysis makes my job easier. It feeds into our planning, and we're able to focus our revision work and teach effectively. It really is the way forward.
Tina Stevens Head of English, Light Hall School, Shirley near Birmingham
Tina has been using Enhanced Results Analysis (ERA) since 2010. She understands the pressures of reporting on exam targets and helping both teachers and students to achieve more.
With all AQA papers now offering data at question level, teachers can explore in detail what has and hasn't worked for their students and refocus their teaching accordingly. By reviewing student performance against specification objectives or skills and topics covered in the exam, teachers can really identify students' specific strengths and weaknesses.
Tina has found their students are very positive about ERA and keen to see every detail. They ask, 'Did I do this or that badly?' and then they can see how, by improving in just one or two areas, they can make a big difference.
Seeing this analysis can help teachers to decide whether their students should re-sit an exam, what preparation they need and what will help the following year.
I've found it especially helpful in our upper groups where the students can be a bit more motivated, Tina comments.
The usefulness of ERA is in using it. The data is so important for us and really helps us to focus in on areas of weakness and to see clearly where students are under-achieving.