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

2. Baseline Assessment Year 7 (8) Year 9 Year 10 (11) Computer Adaptive Baseline Test VocabMathsNon 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 Standardised Score National Percentage Comment >130Top 2.5%Traditional classification of ‘mentally gifted’ >120Top 10% >108Top 30% >100Top 50% <70Bottom 2.5%Potential special educational needs ??

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 →75 th percentile ? →Prior Value Added ? →Arbitrary grade fraction ?

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

21. 75 th 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 Also available as KS3 equivalent (sub) levels VocabMathsScience Developed Ability

25. Thank You Dr Robert Clark robert.clark@cem.dur.ac.uk secondary.support@cem.dur.ac.uk