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Making the most of Assessment Data in the Secondary Years Dr Robert Clark

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

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Making the most of Assessment Data in the Secondary Years Dr Robert Clark

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  1. Making the most of Assessment Data in the Secondary YearsDr Robert Clark

  2. Baseline Assessment • Year 7 (8) • Year 9 • Year 10 (11) Computer Adaptive Baseline Test Vocab Maths Non Verbal

  3. 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

  4. X         

  5. Standardisation • Test scores are standardised; Mean = 100, SD = 15

  6. Feedback from Baseline Test • Intake Profiles • Individual Pupil Records (IPRs) • Predictions (GCSE)

  7. Individual Pupil Record Sheets (IPRs) Look for sections that are inconsistent

  8. 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

  9. Pupils with high scores across all components • Score > 130 – top 2.5% • Gifted ? • Challenging Work ? • Are they being Stretched ?

  10. Pupils with low scores across all components • Score =70 – bottom 2.5% • Special Educational Needs ? • Specialist testing required ?

  11. Vocab significantly lower than other sections • English Second Language ? • Understanding language used in learning and assessment ? • Language enrichment ?

  12. 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 ?

  13. Maths significantly higher than other sections • Strong Maths ability • Not 100% curriculum free • May depend on prior teaching effectiveness • Far East influence ?

  14. Maths significantly lower than other sections • Implications not just for maths but other numerate or data based subjects • General poor numeracy ? • Remedial Maths ?

  15. 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 ?

  16. Non-Verbal Significantly Lower than other sections • Difficulty understanding diagrams or graphical instructions ? • Verbal explanation ? • Physical demonstration ? • Physical Models ?

  17. 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

  18. 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.

  19. 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 • 75thpercentile ? • Prior Value Added ? • Arbitrary grade fraction ?

  20. Adjust Predictions to reflect school expectation Display predictions as Grades 0.5 Convert to A*=58 6.3 6.9 5.8 6.1 5.5

  21. 75th Percentile Prior Value Added

  22. Chances Graphs

  23. 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

  24. IPRs Developed Ability Vocab Maths Science Also available as KS3 equivalent (sub) levels

  25. Thank YouDr Robert Clarkrobert.clark@cem.dur.ac.uksecondary.support@cem.dur.ac.uk

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