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Baseline testing in Reporting and Assessment

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

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Baseline testing in Reporting and Assessment

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  1. Baseline testing in Reporting and Assessment Patrick Moore – Head of Assessment and Reporting

  2. 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

  3. 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

  4. The nature of the tests.. 4components • Vocabulary • Math’s • Non verbal • Skills • Only the results form Math’s and Vocabulary is used to generate the predicted grades & levels

  5. GL (11 - 18) Age 11 12 13 14 15 16 17 18 GL Year 7 (11/12) or Year 8 (12/13) + Additional or Year 9 (13/14) GL Year 10 or Year 11) KS3 GCSE (KS4) GL ( Yr 12/13) IB (KS5)

  6. Example: KS3 Level against Test Score Regression line Pupils performing better than expected Key Stage 3 Score Pupils performing worse than expected GL Test Score

  7. Feed-back provides: • Band Profile Graphs • Predictionsof performance at KS3 and GCSE and IB in a vast majority of subject • IndividualPupilRecords(IPRs) • Suggested Learning and Teaching strategies for teachers.

  8. 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……..

  9. Bands and Standardised scores… C B A D Standardised scores ( e.g. Test Scores) 1 9

  10. 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

  11. 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..) • To set work appropriate to their ability • Identify literacy weakness • Set group work with a balance of skills

  12. 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.

  13. Suggested Learning and Teaching Strategies for teachers • Identifies preferred Learning styles • Suggest ways for improved student learning

  14. Reporting - Monitoring Student ProgressReview 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

  15. Proposed Reporting Schedule – 2014- 2015

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