When I began my NQT year, I was intimidated by the idea of analysing my students’ assessment data.
During my ITT year, I had marked a lot of formal assessments, but the data analysis was normally carried out by the host teachers. As a result, I did not feel confident in my abilities to carry out this crucial element of the job, and I highlighted this as an area for professional development when I started my first teaching post.
As the academic year’s final assessment cycle approaches, I am able to reflect on how much I have learnt about data analysis in a short space of time. I have developed my ability to both input and accurately read the data pertaining to my students’ progress, and this has had an impact on my teaching in myriad ways.
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