making the most of assessment data in the secondary years dr robert clark

Making the most of Assessment Data in the Secondary Years

Dr Robert Clark

Baseline Assessment

• Year 7 (8)• Year 9• Year 10 (11)

Computer Adaptive Baseline Test

Vocab Maths Non Verbal

What is an Adaptive test ?

• All questions allocated to groups of different difficulty• All students in a year group get common difficulty starting question• If answer correct, next question harder• If answer wrong, next question easier• Test looks at all answers in a section and homes in on questions of a

suitable difficulty for student

Try it yourself at www.intuproject.org/demos

X

Standardisation

• Test scores are standardised; Mean = 100, SD = 15

Standardised Score

National Percentage

Comment

>130 Top 2.5% Traditional classification of ‘mentally gifted’

>120 Top 10%

>108 Top 30%

>100 Top 50%

<70 Bottom 2.5% Potential special educational needs ??

Feedback from Baseline Test

• Intake Profiles• Individual Pupil Records (IPRs)• Predictions (GCSE)

Individual Pupil Record Sheets(IPRs)

Look for sections that are inconsistent

General IPR Patterns• Pupils with high scores across all components• Pupils with low scores across all components• Pupils with significant differences between one or two components

• Vocab lower than others• Vocab higher than others• Maths higher than others• Maths lower than others• Non-Verbal higher than others• Non-Verbal lower than others• Low Skills• High Skills

Pupils with high scores across all components

• Score > 130 – top 2.5%• Gifted ?• Challenging Work ?• Are they being Stretched ?

Pupils with low scores across all components

• Score =70 – bottom 2.5%• Special Educational Needs ?• Specialist testing required ?

Vocab significantly lower than other sections

• English Second Language ?• Understanding language used in learning and assessment ?• Language enrichment ?

Vocab significantly higher than other sections

• Good Communicator ?• Work in class may not be to this standard

→ Weak Non-verbal→ Weak Maths→ Weak Skills (speed of working ?)

• Many benefit from verbal descriptors ?

Maths significantly higher than other sections

• Strong Maths ability• Not 100% curriculum free• May depend on prior teaching effectiveness• Far East influence ?

Maths significantly lower than other sections

• Implications not just for maths but other numerate or data based subjects

• General poor numeracy ?• Remedial Maths ?

Non-Verbal Significantly Higher than other sections

• Good spatial and non-verbal ability• May have high specific skills• Low Vocab, Maths & Skills may indicate has difficulty

communicating• Frustration ?

Non-Verbal Significantly Lower than other sections

• Difficulty understanding diagrams or graphical instructions ?• Verbal explanation ?• Physical demonstration ?• Physical Models ?

Low Skills Scores

• Skills = Proof Reading and Perceptual Speed & Accuracy• Speed of Working• Work well in class / homework but underachieve in exams ?• Problems checking work or decoding questions ?• Low Skills + Low Vocab

→ Poor written work in class (unable to work quickly) → Dyslexia ? Further specialist assessment required

High Skills Scores

• Skills = Proof Reading and Perceptual Speed & Accuracy• Can work quickly & accurately• Difficulty communicating and expressing ideas ?• May perform poorly in areas using numeracy skills and subjects

needing 3D visualisation and spatial concepts ?• May struggle in most areas of curriculum.

Predictions NOT a forecast of the grade the student will get An indication of the grade (points score) achieved on average by students of

similar ability in the previous year NOT a Target

Targets ?• Minimum Targets – Round CEM prediction down ?• Realistic Targets – Use nearest CEM grade ?• Challenging Targets

→ 75th percentile ? → Prior Value Added ? → Arbitrary grade fraction ?

Adjust Predictions to reflect school expectation

0.5

6.36.95.86.15.5

Convert to A*=58

Display predictionsas Grades

75th Percentile

Prior Value Added

Chances Graphs

Curriculum Assessment Y9 - INSIGHT• Combines Curriculum based assessment with baseline assessment

→ Maths→ Science→ Reading→ Developed Ability

• Feedback includes→ Standardised Scores (& KS3 Levels)→ IPRs→ Predictions (including chances graphs) - From Y7 and to GCSE→ Value-Added from Y7→ Value-Added to GCSE

IPRs

Also available as KS3 equivalent (sub) levels

Vocab Maths ScienceDeveloped

Ability

Thank You

Dr Robert Clark

robert.clark@cem.dur.ac.uksecondary.support@cem.dur.ac.uk