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INCAS

INCAS. Interactive Computerised Assessment System. What is INCAS ?. Computerised adaptive assessment programme designed for children from 5-11years Developed by Durham University UK – used locally and internationally.

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INCAS

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  1. INCAS Interactive Computerised Assessment System

  2. What is INCAS ? • Computerised adaptive assessment programme designed for children from 5-11years • Developed by Durham University UK – used locally and internationally. • All ESF schools follow the same procedures and timeframes for INCAS testing.

  3. What does it do? • INCAS provides feedback on Reading, Spelling, Mental Arithmetic, General Mathematics, Developed Ability and Attitudes • The results give a profile for the whole school, individual classes and individual students

  4. How is it administered? • Computer based using a unique set of passwords for each student • Child friendly multi-media interface guides the students through the assessment. • The assessment items are adjusted in response to the students answers

  5. What is assessed? • Reading - Reading is assessed using tasks of word recognition, word decoding and comprehension. Students are presented with comprehension items only if they achieve sufficiently high scores for word recognition and word decoding • The reading score is a composite of word recognition, word decoding and comprehension. If children have not been presented with the comprehension items then the minimum comprehension score is used in calculating the reading score.

  6. Mental Arithmetic assesses number fact recall in the operation areas of addition, subtraction, multiplication and division • General Mathematics is a compilation of scores from items presented in the following areas: • Number 1- This covers counting, informal arithmetic (i.e. a number problem presented as ‘Here are 6 ice creams, if 3 are taken away how many would be left?'), partitioning and place value, fractions and decimals. • Number 2- This covers sorting, patterns, formal arithmetic, problem solving and algebra • Measuring, Shape and Space (MSS) • Handling Data

  7. Developed Ability: A pupil’s Developed Ability is made up of their performance in Picture Vocabulary and Non- Verbal ability, using age equivalent scores. Professor Tymms, director of CEM, defined developed ability as the ability of children to learn. It is something that they have developed over their lifetime and they will continue to develop. It is measured by using a combination of their language acquisition and non-verbal ability. Attitudes: the student’s attitude to Reading, Mathematics and School is measured on a continua of 1-5

  8. What happens next? • Having completed the class assessments, the results are uploaded to Durham and then we download them. This can be done within two to three days. • There is no marking for teachers to do which means we can focus on interpreting and using the results.

  9. What do the scores mean? • The analysis of reading and spelling scores will enable a teacher to see which pupils have good word recognition and decoding skills but perhaps poor understanding of a passage of text. • The added dimension of picture vocabulary and non-verbal ability enables teachers to see if pupils’ reading is in line with these. This is particularly useful for children for whom English is an additional language.

  10. Factors that influence scores: life experiences, maturity, readiness to learn, ‘on-the-day’ factors, learning styles etc. • It’s a snapshot at that time – it’s useful information but only one piece of the jigsaw.

  11. How do we use the results? • Making comparison with other class-based assessments to build a bigger picture of where the child is at. • Gauging appropriate work for different groups of children or individuals eg. Reading • Highlighting strengths of individuals • Highlighting any specific areas that need development • A starting point to gauge progress eg. added value.

  12. Summary • INCAS testing provides information on student performance that is one part of the ‘assessment’ jig-saw for individual students. • Class teachers also analyse the INCAS data for their class- noting those students who are performing outside the expected age level range. • SM analyses the total data for Kennedy School to identify any obvious trends. • ESF central office also analyses the data from all schools to identify any obvious trends.

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