baseline testing in reporting and assessment patrick moore – head of assessment and reporting
TRANSCRIPT
Baseline testing in Reporting and Assessment
Patrick Moore – Head of Assessment and Reporting
Baseline Assessments:
Short ‘curriculum free’ tests Measures ‘developed ability’ to succeed Good predicators of future performance in
most subjects Not intended to be absolute predictor Used in many schools, to inform teaching
and learning and set students targets
Granada Learning Assessment - GL
UK based company that provides online educational resources that include Cognitive Testing
Used by us for testing on entry and all key stages across the Primary and Secondary school
Tests are tiered for specific ages
The nature of the tests..
4 components Vocabulary Math’s Non verbal Skills Only the results form Math’s and
Vocabulary is used to generate the predicted grades & levels
GL Year 7 (11/12) or
Year 8 (12/13) + Additional or Year 9 (13/14)
KS3 GLYear 10 orYear 11)
GCSE (KS4)
Age
11
12
13
14
15
16
17
18
GL
( Yr 12/13)
IB (KS5)
GL (11 - 18)
Example: KS3 Level against Test Score
Key Stage 3 Score
GL Test Score
Regression line
Pupils performing worse than expected
Pupils performing better than expected
Feed-back provides:
Band Profile Graphs Predictions of performance at KS3 and
GCSE and IB in a vast majority of subject Individual Pupil Records (IPRs) Suggested Learning and Teaching
strategies for teachers.
The idea of bands
All the raw marks are Standardise and scaled from 50 to 150 with 100 taken as the average
Top 25% on all the test scores go into band A Next 25% into band B And so on… Give a useful snapshot of what the cohort
might be like……..
Bands and Standardised scores…
0
50 60 70 80 90 100 110 120 130 140 150
Standardised scores ( e.g. Test Scores)
DC B
A
1 9
Baseline Test Nationally Standardised Feedback
An intake like the national sample, in terms of its average ability and range of abilities, would have 25% of pupils in each band
Overall: Percent in each Band Year 7 MidYIS Test 2005/2006
9
24
28
39
0
10
20
30
40
50
60
70
80
90
100
D C B A
Perc
ent
Individual Pupil Record
Date Of Birth: 30/05/95 3200
Sex: F 7J
Band Standard Score
Vocabulary D 86
Math's A 134
Non-Verbal A 114
Skills A 123
Overall Score
B 109
Nationally Standardised Scores with 95% Confidence Band
50
60
70
80
90
100
110
120
130
140
150
Vocabulary Maths Non-Verbal Skills MidYIS Score
Nati
on
all
y S
tan
dard
ised
Sco
res
So what the value of all this data to the classroom teacher?.....
IPRs: identify students strengths and weaknesses and can be used: ( most able , GT etc..)
1. To set work appropriate to their ability
2. Identify literacy weakness
3. Set group work with a balance of skills
Predictions:
1. Give an indication of expected average achievement and enable the setting of appropriate subject targets.
2. Target grades can be used to monitor progress and allow intervention along the learning journey.
Suggested Learning and Teaching Strategies for teachers
Identifies preferred Learning styles Suggest ways for improved student
learning
Reporting - Monitoring Student Progress Review outcomes:
Make reporting less Summative and more Formative
Focus on looking forward not back – set clear SMART targets for student improvement.
Reintroduce End of Key Stage Targets Increased parents consultation Increased tracking and analysis of assessment
data Use of the above to initiate intervention
strategies Formalise review process throughout the year
Proposed Reporting Schedule – 2014- 2015
