Question Level Analysis (QLA) is becoming an essential tool for schools looking to turn assessment data into meaningful action.
But not all QLAs are created equal.
The most effective QLAs go beyond reporting results.
They identify patterns, uncover learning gaps and provide the insight needed to drive improvement.
With over 15 years' experience supporting schools and an attainment improvement rate of 80% over three years for schools using our QLA, we've learned one simple truth:
The value isn't in the data. It's in the analysis.
Here are ten questions to ask of any QLA.
1. Do you have to search in many places or is it delivered in one go?
Remember the aim of this analysis is to save you time as a head/teacher so you are not searching through lots of data to find the answer. You need something that does all that for you.
All DAISI QLA arrives as one PDF report sent direct to your inbox
2. Does the analysis look at Individual Questions or just...
Every improvement starts with understanding.
High-performing organisations don’t guess.
Before you can improve outcomes, refine processes or solve problems, you need to know what's really happening.
That's the Potential of Analysis.
It turns information into insight, highlights opportunities for improvement and helps you focus on the changes that will make the biggest difference.
Formula One
One of the most popular sports across the world at the moment is Formula One.
Here a matter of millimetres or milliseconds can make the difference between finishing first or last. Aerodynamics are checked constantly for any extra speed, the cars are fine-tuned with the latest data to make them go faster and faster. All parts will be updated at a cost of millions of pounds if it means the car will go a simple second quicker.
“Data is becoming increasingly important – not just in the world of Formula One, but the world in general. In F1, we use our data on our relentless search for performance, across...
What do you find in a DAISI QLA?
Our Question Level Analysis reports reveal exactly where pupils excel, where learning gaps exist, and where teaching will have the greatest impact.
By breaking data down into topics and cohorts, it uncovers powerful patterns and trends you simply won’t see from raw answers alone. Because when leaders understand precisely why pupils performed as they did, they can make better decisions, target support more effectively and drive measurable improvement.
With a full order from DAISI Education, you will receive...
Comprehensive Overview | Forensic Subject Reports | Individual Pupil Profiles
Comprehensive Overview
Our analysis supports school leaders in taking a strategic, whole-school view —starting with headline outcomes such as how many pupils are meeting or approaching expected standards in Maths, Reading, and GPaS. From there, we delve deeper into the key topic strands within each subject, helping to uncover patterns, strengths, and areas requiring targeted support.
This layered approach enables schools to do more than just track attainment—it empowers leaders and...
The whole of education is underpinned by the relationship between the teacher and pupil.
As the quote above from Sidney Hook states, you don't remember how you were taught but you do remember who taught you and what an inspiration they were. You remember the relationship that you formed with your teacher - the personal connection between you that remains with you to this day.
Every pupil has their own personal learning journey.
Teachers have the power to inspire and encourage. Every step of the way, the pupil learns something new - guided and instructed by their teacher and so learn what motivates them, what inspires them and what they want to become as they become older. Over time, they will grow in knowledge, confidence and learn so much about themselves and the world around them.
Remember these wonderful and true words from Ross Crockett..
“If there’s anyone who is in a position to bring positive change into the world...
Back in 2012, at the heart of London Olympics, Sir Dave Brailsford repeatedly told people of his belief in the marginal gains principle.
Speaking to the BBC, he said
“The whole principle came from the idea that if you broke down everything you could think of, that goes into riding a bike, and then improved it by 1%, you will get a significant increase when you put them all together. There’s fitness and conditioning, of course, but there are other things that might seem on the periphery, like sleeping in the right position, having the same pillow when you are away and training in different places. They’re tiny things but if you clump them together it makes a big difference.”
Brailsford believed that if it were possible to make a 1% improvement in a whole host of areas, the cumulative gains would end up being hugely significant. This principle has guided and driven the cycling team to great heights and Brailsford’s...
When working within cycling both at the 2012 Olympics and onwards with the SKY or INEOS racing team, Sir Dave Brailsford employs a significant principal in all he does.
The 1% principal is based on the small changes that TOGETHER make a big change.
As Brailsford said, Speaking to the BBC…
“The whole principle came from the idea that if you broke down everything you could think of, that goes into riding a bike, and then improved it by 1%, you will get a significant increase when you put them all together.
There’s fitness and conditioning, of course, but there are other things that might seem on the periphery, like sleeping in the right position, having the same pillow when you are away and training in different places. They’re tiny things but if you clump them together it makes a big difference.”
https://www.bbc.co.uk/news/magazine-34247629
He believed that if it were possible to make a 1% improvement in a whole host of areas, the cumulative gains would end...
How does a Question Level Analysis fit with the new Ofsted Inspection Framework?
When the new Ofsted Inspection Framework came out in 2019, we noticed a real shift in how assessment was viewed with the focus on teaching and learning and not on data.
Inspectors will ask...
What you are drawing from your assessment data?How that is informing your curriculum?How has that informed class teaching?
https://youtu.be/nj-cK6S0OCU
This article is available as a video here..
Ofsted Inspection Handbook
The draft Ofsted Inspection Handbook says that:
170. When used effectively, assessment helps pupils to embed knowledge and use it fluently, and assists teachers in producing clear next steps for pupils. …171. Inspectors will therefore evaluate how assessment is used in the school to support the teaching of the curriculum…
So therefore, whatever assessment you use has to start with
taking an overall view (for example, how many pupils passed or nearly passed),
but also at the important topic strands, seeing how the school is doing, and
“producing clear...
