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Assessment and Monitoring in the Primary Years

Assessment and Monitoring in the Primary Years. Christine.Merrell@cem.dur.ac.uk. www.cemcentre.org. CEM’s Monitoring Systems. Designing a baseline assessment for young children. For value-added purposes, need items that are good indicators of later attainment. Correlation = 0.

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Assessment and Monitoring in the Primary Years

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  1. Assessment and Monitoring in the Primary Years Christine.Merrell@cem.dur.ac.uk www.cemcentre.org

  2. CEM’s Monitoring Systems

  3. Designing a baseline assessmentfor young children • For value-added purposes, need items that are good indicators of later attainment

  4. Correlation = 0

  5. Correlation = 1

  6. Correlation = 0.7

  7. Child development and predicting later attainment • Speech & Language • Before 6 months vowels are predominant • After 6 months use of consonants • 8 months: Babbling • 1 year: 6 words recognised by mother • 18 months: Approx. 50 words understood by mother • 2 years: Mother understands language • 3 years: Other adults understand language

  8. Reading When beginning to read, children need different types of knowledge: • Global and cultural awareness • Vocabulary and basic understanding of language • Conventions of print • Phonological awareness

  9. Mathematics • Babies born with numerosity of small quantities • Before acquisition of language • Subitising

  10. Early Arithmetic Subitising Learning to count Learning simple arithmetic

  11. What would you include in a baseline assessment? • Drawing • Marshmallows • Language • Maths • Phonological awareness • PSED • Motor skills

  12. ASPECTS • Baseline Assessment for Foundation Stage • Early Language and Maths • PSED • Motor Development • Test/retest reliability for reading and maths = 0.82

  13. ASPECTS

  14. ASPECTS ~ Motor Development

  15. PIPS On-entry Baseline& Follow-up • Assesses • Early reading and vocabulary • Phonological Awareness • Early maths • Personal, social and emotional development • Short-term memory • Attitudes (End of Year only) • Behaviour (End of Year only) • Test/retest reliability for reading and maths = 0.98

  16. PIPS Baseline ~ PSED • Comfortable • Independence • Confidence • Concentration (Teacher and Self Directed) • Actions • Relationships (To peers and to adults) • Rules • Cultural awareness • Communication

  17. Correlations PIPS Baseline ~ PSED

  18. PIPS Baseline ~ PSED • Multi-level Models • After controlling for sex and earlier attainment, PSED was still a significant factor in explaining the difference between pupils’ reading and maths attainment at Age 7

  19. Monitoring the Progress of Older Children: The Importance of Developed Ability Vocabulary Acquisition and Non-verbal Ability

  20. In the Reception Year we have a lot of information from the PIPS BLA As children get older, we might not have good data on their prior achievement and developed ability

  21. If we don’t have comprehensive information about Ian’s vocabulary and non-verbal ability

  22. Are we limited in the Interpretation of his performance against the curriculum?

  23. If we take a combination of picture vocabulary and non-verbal ability, we gain a picture of Ian’s ‘Developed Ability’

  24. This data might suggest that Ian is an able little boy who is under-performing

  25. Ian might be able to do better in maths but without the added dimension of Developed Ability (Vocabulary and Non-verbal Ability), it would be difficult to identify this

  26. Computer-adaptive Assessment Lord Bew Review of KS2 Testing: “We believe the potential of computer-administered testing is enormous, but it needs to be approached with caution. We believe it should be explored further and piloted with a view to exploring the possibility of introducing it in the long term. We recommend the same approach should be taken with computer adaptive testing, given the advantages associated with pupils being able to sit their own personalised test according to their level of attainment.”

  27. Traditional approach Low Average High

  28. Adaptive approach Low Average High

  29. InCAS • InCAS • Administer at any time of year • CD (installed on school network) • Group assessment • Feedback • Within 24 hours

  30. Developed Ability Content • Picture Vocabulary • Non-verbal ability • Attitudes • Word recognition • Word decoding • Text comprehension • Spelling • Mental arithmetic • General maths

  31. Beginning to Read Children need different types of knowledge: • Global and cultural awareness • Vocabulary and basic understanding of language • Conventions of print • Phonological awareness

  32. Word recognition/decoding Reading – an Interactive Compensatory Process Comprehension

  33. Problems with Literacy Acquisition Dyslexia Found across the whole intelligence range Continuum of severity 3 males : 1 female

  34. Types of Difficulties Phonological deficit Visual memory Speed of processing These can overlap

  35. Impact of Spelling Difficulties Spelling problems Slow writing & poor quality Poor note taking and exam performance

  36. Areas of Maths • Mental arithmetic • General maths • Number (informal, verbal, counting, place-value) • Number (formal, algebra) • Measures, shape and space • Handling data

  37. Attitudes • Generally positive but decline with age • More positive towards reading than maths

  38. Thank You!

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