Value Added and Distance Travelled for 1619 learners

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Value Added and Distance Travelled for 16-19
learners
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New Measures of Success

• Qualification success rate (QSR)
• Value Added and Distance Travelled (VA/DT)
• Provider responsiveness to employers
• Value for money (VFM)

• Recognising and recording progress and
  achievement (RARPA) in non-accredited learning
• Learner satisfaction
• Improved information on learner destinations
• Staff measures

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Purpose of VA/DT

• Reflection and Improvement
• To help improve teaching and learning
• To help improve institutional management
• To provide information about individual learners
  and help providers to set targets
• Institutional Accountability
• To provide fair and valid comparisons of
  performance across the sector

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Overview

• Measures the progression in qualifications of
  16-19 learners from their prior attainment
• Covers the majority of larger, approved
  qualifications taken by 16-19 learners, including
  vocational and un-graded qualifications
• Applies across the whole sector
• No extra bureaucracy or data collection

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VA will measure achievement in Level 3 graded
qualifications eg

• A level/A2 level
• AS level/AVCE AS level
• AVCE Single and Double Awards
• BTEC/OCR National Diploma
• BTEC National Certificates
• CACHE Diploma in Child Care

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DT will include other approved qualifications at
levels 1, 2 and 3 eg

• GCSEs
• Edexcel First Diploma
• NVQ at levels 1, 2 and 3
• GNVQ at levels 1 and 2

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Who will use VA and DT?

• All providers
• The LSC for planning and discussion of 3-year
  development plans
• The Inspectorates (ALI and Ofsted) to inform
  judgements (they will have data from LSC)
• The DfES will use VA for 16-19 learners in School
  and College Achievement and Attainment Tables
  (SCAAT)

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This information will help answer the following
questions

• Which providers are particularly effective in
  maximising the performance of their learners and
  trainees?
• Is a given institution performing significantly
  better (or worse) than the national average,
  given the prior attainment of the learners and
  the type of qualifications offered?
• Are there courses/subject areas within an
  institution which are particularly strong or
  which are under-performing?

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This information will help answer the following
questions

• Are there areas of provision in which learners
  with particularly low or high prior attainment on
  entry do particularly well/badly?
• Given their prior attainment, are learners being
  matched appropriately to programmes of learning?
• What levels of achievement can be expected from
  the current cohort of learners?
• What are the appropriate target grades to set
  learners in a particular subject given their
  level of prior attainment?

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QCA Points
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QCA Points
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The Learner Achievement Tracker (LAT)

• The LAT will produce 3 main types of output
  reports
• Summary Charts
• National Comparison Graphs
• National Chances Charts

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Summary Chart

• This chart gives an overview of a
  providers performance across the range of
  provision. They are available at 2 levels
• One chart showing the VA scores for each
  qualification type eg all A levels
• One chart showing the VA scores for each subject

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National Comparison Graphs

• This chart shows the performance of the
  provider in a given qualification compared to the
  national performance in the same qualification
  across the full range of prior attainment.
• Are learners at this institution making better or
  worse progress than would be expected when
  compared to the national picture?
• Do learners with a given prior attainment make
  better or worse progress than expected?
• Have any learners achieved higher or lower than
  expected?

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National Chances Charts

• The chances of a learner, with a given prior
  attainment, achieving a particular outcome in a
  given qualification at a nationally average
  institution (for example, a learner with 40-46
  QCA points attaining each of the possible grades
  at A level English)

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• This document is available on the LSC website
• http//www.lsc.gov.uk/National/Documents/Keyinitia
  tives/SuccessforAll/nms-qip.htm