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InCAS

InCAS. Kate.bailey@cem.dur.ac.uk. www.cemcentre.org. InCAS. In teractive, C omputerised A ssessment S ystem Can be used by all children aged between 5 and 11 Assess in groups or classes Flexible, modular design Can be administered at any time of year

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InCAS

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  1. InCAS Kate.bailey@cem.dur.ac.uk www.cemcentre.org

  2. InCAS • Interactive, Computerised Assessment System • Can be used by all children aged between 5 and 11 • Assess in groups or classes • Flexible, modular design • Can be administered at any time of year • Immediate feedback, age related scores and diagnostic profile

  3. What is assessed

  4. Time needed • Becoming familiar with the assessment • Administrative time for entering biographical details etc on computerised version • Dependent on what is assessed - about 30 minutes per section

  5. Traditional approach Low Average High

  6. Individual approach Low Average High

  7. How It Works Easy Difficult Age 1st Question X X X X X X X X

  8. Working with InCAS data Share Information with others Get an overview of the class Look for trends Transition individual strengths / difficulties Specific learning difficulties

  9. Scores tables Scores charts Scores tables Longitude charts Standard Feedback Additional Feedback InCAS Feedback • Differences tables • Age comparison charts • Longitudinal tracking Custom Feedback

  10. Age comparison charts

  11. No of pupils 14% 2% 14% 34% 34% 2% 30 70 40 60 50 Test score Box and whisker

  12. Age related score Age at test

  13. Differences Tables

  14. Pupil scores tables

  15. Pupil scores charts

  16. Pupil Longitude Chart

  17. Resources

  18. Process

  19. Practicalities • One assessment per child each year • Can be done at any time of year • Biographical details can be imported

  20. Reading Difficulties

  21. Reader The process of reading Comprehension Word recognition/decoding

  22. Beginning To Read • Children need different types of knowledge as precursors to reading: • Global and cultural awareness • Vocabulary and basic understanding of language • Conventions of print • Phonological awareness

  23. What next? • Logographic strategy • Association of written with spoken word • Useful for building vocabulary • Direct phonics instruction • Synthetic (part to whole) or analytic (whole to part) phonics systems • Useful for new and complex words

  24. Reading difficulties • Developmental dyslexia refers to problems associated with the acquisition of literacy • Found across a whole range of intelligence • Form a continuum rather than discrete groups • 5% are said to have severe dyslexia and further 5% milder problems • Male to female ratio 3:1

  25. Reading difficulties • Developmental dyslexia may manifest in a variety of ways: • Problems with reading • Problems with spelling • Problems with writing • Much effort has failed to classify these symptoms into sub-types

  26. Contributing factors • Despite having an unclear method of classification, three contributing factors have been identified • Many children have a phonological deficit • Others will have visual memory problems • Others are slow to process information • In practise, there is an overlap and differences in severity

  27. How is this manifest in the classroom? • Problems • Can recognise words but can’t decode • Can decode but not recognise words • Can read but very slowly • All deficits impact on comprehension

  28. Impact on spelling and writing

  29. Early indicators

  30. Identifying and remediating with InCAS

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