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I use it as a way to record scores so that we don’t write on students papers (Maths). This leads to much better engagement from all students when we deliver the feedback sessions.

It means that they can look in detail about why they might have gone wrong (as you say it could be for one of several reasons but a “top 3” will usually cover most issues)

Good article, I stopped doing it for similar reasons. You might also like this (if you don't know it already) www.cambridge.org/insight/blog... there is a part 2 aswell.

I remember reading this a while ago, it's the main reason why I hate things like QLA, hinge questions, exit tickets etc. They just arent telling us, well, anything tbh. It also made me question exam feedback... Id probably get rid of it entirely and treat an exam as a data task if I had the choice

Have you seen a similar blog from Mr Boxer?

Agree with this, I ditched this kind of QLA a while ago for reasons you've given. What I do now is a much more 'qualitative' QLA - make notes as I'm marking to identify those 'high leverage' issues to address, and drip-feed my feedback.

Like anything else, I think it depends how you use it, and what you want from it. If I do a high-level overview of a cohort, and learn that they all struggle with the same *type of question*, then we can adjust teaching and structures to focus our scaffolds there (e.g. targeting 9m essays at GCSE)

But that's also about subject-specificity, which I think is much more important than popularly gets credit. What works in English won't always work in Science, or Geography or Mathematics. If I'm using QLA properly, and I know what I'm doing it for, it can make a plan more effective.

Agreed. QLA is reductionist. "If we just know the single items of knowledge that they know and don't know, we'll how to teach precisely". There's much more to understanding and meaning. ...

Another issue is how much is done for students... A single teacher can't match that complexity, but collectively the students could. The clear answer is educate our students to be self-regulated learners. As evidenced by @rethinkingjames.bsky.social 's research.

Would you give pupils a QLA style document to allow them to reflect more on what they know and direct their own revision etc?

Our MAT is introducing QLA after assessments ‘to help to diagnose strengths and weaknesses in teaching between our schools. Found this blog very interesting. Do you know of any other reading I can do about QLA please?

This does seem to be a growing trend of more and more QLA but weirdly, I found the reading quite scarce on it. Which I find concerning. We have a bunch of people bringing in QLA but with nothing to actually base it off and especially no rationale.

Even if you loo for academic studies, they use QLA and have quantifiers for it, however, there is no research on if the process as a whole actually works. Which is what prompted me to write this post in the first place. So in short, unfortunately nothing past a quick Google.