ABSTRACT

This chapter uses a typical chances chart to illustrate the role performance data can have in framing expectations for the pupils' academic performance. Combining information about pupils' statistically calculated prospects with the teachers' understanding of them as unique individuals, teachers can choose and develop materials and methods to promote pupils' learning. Sources of data are explained and attention given to how the team's effectiveness can be reviewed and worked on to benefit everyone. Whatever expectations teachers may have of their pupils' academic performance based on what they know about them as individuals and their backgrounds, teachers can also make use of systematically collected data about very large numbers of comparable pupils' academic performance. Working with colleagues, teachers can make use of quantitative and qualitative data. The more the teacher and his colleagues understand how and why pupils make good progress, the better placed the teacher is to make systematic changes to things.