making the most of assessment data in the secondary years dr robert clark
DESCRIPTION
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 - PowerPoint PPT PresentationTRANSCRIPT
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
