regional assessment workshop ability · understanding every child… from reception to y12 ....
TRANSCRIPT
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Regional
Assessment
Workshop
—
Ability
#GLRAW
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Assessment, A whole-pupil approach model:
• Attainment
• Ability
• Identifying barriers to learning
Standard Age Scores are vital for the meaningful comparison
of assessment data.
The Complete Digital Solution (CDS®) reflects and supports
that model in a ready-made digital package of the relevant
assessments, offering critical insights and contextualised
data on individuals and groups.
A whole-pupil approach
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Whole-pupil approach,
supported by the CDS
Progress Test in English®
Progress Test in Maths®
Progress Test in Science®
Dyscalculia Screener
Dyslexia Screener
Kirkland Rowell®
PASS®
Cognitive Abilities Test 4®
New Group Reading Test®
Single Word Spelling Test
Now including the GL Assessment Baseline®
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Understanding every child…
From Reception to Y12
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Whole-pupil approach:
Ability, exemplified by CAT4
Cognitive Abilities Test 4
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By the end of the session you will:
● Understand the data from all the CAT4 reporting and their implications for the
school, groups and individuals;
● Be able to use CAT4 indicators appropriately to set meaningful and challenging
targets and provide a ‘value added’ measure;
● Be able to use SAS to identify appropriate pace and challenge for all students
and in particular students for ‘stretching’ (Gifted and Talented) to those likely to
need support;
● Understand the benefits and possible pitfalls of external stakeholder reporting;
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And in common with some of the other
workshops, you will:
● Begin developing simple and effective ways to communicate data in school
● Be able to understand common standardised terms and appreciate the
implications of using standardised data
● Be able to use the ‘combination assessment’ reports to highlight
underachievement and coasting;
● Be able to combine assessment data from Attainment, Ability and Surveys to
better understand an individual’s needs and strengths
● Have a comprehensive set of tools to help you cascade the workshop learning
back in school.
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Session and post-session task
As we go through the module it may be useful to jot down your thoughts on next steps.
Some possible development areas include:
● Tracking, monitoring and progress;
● Informing teaching and learning (internal stakeholders);
● Reporting to external stakeholders;
● Integration into the school’s assessment structure.
Thoughts on data communication might include: who, when, what, why, and how.
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Measuring Ability Cognitive Abilities Test (Edition 4)
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● Thoughts on data communication (up and down) must be carefully
considered.
● It might include: who, when, what, why, and how.
● As we go through the module keep these in mind regarding the data from the
reports and what the next steps might be.
Data Communication
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How are ability assessments different to measures
of attainment?
Ability is about:
● Basic ‘building blocks’ of learning — ability to recognise similarities, analogies, patterns and relationships; used to make sense of the world, whenever and wherever we learn;
● General, transferable skills. Material is kept simple, clear and familiar with minimal specialised content or knowledge — context reduced;
● Important for CAT4’s use is this contrast with attainment tests, which assess specific skills/knowledge that have been directly taught as part of the curriculum — context laden.
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Why use ability measures?
● To learn more about a student’s ability level measured outside of current
performance levels and unencumbered by many learning barriers.
● To identify performance/ability mismatches and explore reasons behind them.
● To identify cognitive strengths and areas where understanding will need support
with teaching and learning.
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Verbal Reasoning Capability
Verbal classification
Verbal analogies
Quantitative Reasoning
Number Analogies
Number Series
Spatial Ability
Figure Analysis
Figure Recognition
Non-Verbal Reasoning
Figure Classification
Figure Matrices
How can ability be measured?
- Reasoning tests in CAT4
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What do we learn from the individual
battery scores?
● Are there any problems that might arise in getting accurate reasoning measures from a
particular battery?
● Do you think any one battery might show:
● a better correlation to future examination success than the others? – implications.
● the best indicator of potential performance, if there were no barriers to learning?
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CAT4 Group Reporting
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CAT4 results will help you decide about
the pace of learning that is right for a
student and whether additional
support or challenge is needed.
Including what Standardised Age
Scores might tell us about the
identification of Gifted and
Talented (G&T) and other ability
groups.
Appropriate
Challenge?
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Case study students (mean SAS)
Student Mean (SAS)
Sara Shafiq 125
Natasha Aransola 81
Samera Kan 116
Lara Sandford 114
Mia Shimizu 114
Kareena Kahn 108
Susan McGregor 110
Zaynab Ashfiq 98
Kirsty Freeman 133
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Standardised Age Scores —
A national distribution/benchmark
The ‘average’
is set to a
SAS of 100.
50% of
students get
this score or
higher
A SAS of >125 is only
achieved by the 5% of
students with the highest
ability and are likely to
form part of a gifted and
talented group
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12%
Ability Groupings Stanine Percentage of Pupils
Very High 9 4%
Above Average 7 and 8 12+7= 19%
Average 4, 5 and 6 17+20+17= 54%
Below Average 2 and 3 7+12= 19%
Very Low 1 4%
CAT4 standardised scores
and stanines
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Case study students (SAS)
Student Verbal Quantitative Non-verbal Spatial Mean
Sara Shafiq 130 120 122 126 125
Natasha Aransola 80 79 83 81 81
Samera Kan 113 116 115 120 116
Lara Sandford 97 111 121 126 114
Mia Shimizu 122 111 112 112 114
Kareena Kahn 105 114 105 110 108
Susan McGregor 108 103 117 113 110
Zaynab Ashfiq 83 97 115 95 98
Kirsty Freeman 131 131 133 136 133
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● Should very high ability scores ‘trigger’ G&T discussions? If so across the board or in
specific batteries?
● Are different SAS scores better ‘indicators’ for G&T for some subjects than others?
● Why might students with very high SAS scores not be presenting as G&T?
● Look at mean SAS and ‘battery’ SAS for students already identified as G&T. Are there
any ‘mismatches’?
Helping identify potential G&T students
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G&T possible implications
● If you have high ability pupils who have not up to now been identified as Gifted
and Talented (G&T) - how is their performance compared to those who have
been identified previously? Are their targets challenging enough?
● Looking at students who have previously been identified as G&T, yet appear to
have a lower ability profile, how are they performing compared to others of a
similar ability profile?
● Have they thrived or struggled as a result of the greater challenge?
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Verbal/Non-verbal Standardised Age Score
differences
Student Verbal Non-verbal
Ruby Williams 97 136
Kirsty Freeman 131 133
Sara Shafiq 130 122
Lara Sandford 97 121
Susan McGregor 108 117
Samera Kan 113 115
Zaynab Ashfiq 83 115
Mia Shimizu 122 112
Khan Kareena 105 105
Natasha Aransola 80 83
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Some important points on Verbal Reasoning
Scores
● For students with high scores in the Non-verbal, Quantitative or Spatial batteries if
the Verbal scores are in stanines 1 to 3 then the pupils are still likely to experience
problems across the curriculum.
Recommendation:
● Students gaining Verbal scores in stanines 1 -3 should have a reading assessment
administered to gain further insight into their accessibility to curriculum material
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● How can we work with a student’s cognitive strengths and challenge and scaffold
weaker areas?
● What are the implications for specific subject areas?
● Generalisations may help as a first step (handout).
Cognitive strengths and weaknesses
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The ‘Learning Profile’
Implications for teaching and learning
Personalising learning issues
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Figure Classification & Figure Matrices
• Use both verbal and spatial thought
processes in combination
• Good indication of overall ability
independent of reading skill or spoken
English
• Shape distinctions are easy so
difficulty lies in the reasoning aspect
Figure Analysis & Figure Recognition
• Involve creating, remembering and
mentally manipulating precise mental
images
• Difficulty lies in the visualising aspect
• Good indication of potential to do well
in particular subjects and careers
Non-Verbal Reasoning and
Spatial Ability
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The Verbal Reasoning and Spatial Ability Batteries form the basis of this analysis and the
profiles are expressed as a mild, moderate or extreme bias for verbal or spatial learning or,
where no bias is discernible (that is, when scores on both batteries are similar), as an even
profile.
Learning profiles
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Are all relative difference (‘bias’) students the
same?
Increased verbal
bias
Increased spatial
bias
Higher
general ability
Spatial stanine
Ve
rba
l S
AS
Ve
rba
l sta
nin
e
Lower general
ability Spatial SAS
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Example: Daniel’s scatter graph
Extreme verbal bias
Moderate verbal bias
Mild verbal bias
No bias
Mild spatial bias
Moderate spatial bias
Extreme spatial bias
Daniel Rivera
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How much can ability alone tell us?
Background information
Daniel is a student with English as his first language. His attendance is very good. His
teachers report that he is generally considered a reasonable, but not outstanding, student.
In terms of extra curricular activities he is captain of the football team and a member of the
art class.
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Mark Wilkinson on You Tube
https://www.youtube.com/watch?feature=player_embedded&v=ab
1_8SwUMNM
Mark Wilkinson’s experience
Unlike Daniel from the prior example, Mark felt a huge ‘disconnect’ with his
learning experience.
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• Students with an extreme verbal preference may be characterised as sequential
learners – learning best through step-by-step instruction, repetition, consolidation and
review of information.
• The spatial learner may be the antithesis making it difficult to attend to his or her
learning needs, which will be the exception in most classrooms.
It’s not just links to STEM subjects —
the Spatial Learner may have
other needs
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Sequential Spatial
Written or oral directions Visual directions
Step-by-step learning Whole-to-part learning
Benefits from repetition and revision Once acquired, learning sticks
Computation Concepts
Algebra Geometry
Phonics Sight words
May be late or later developer
The Spatial Learner
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• Are those pupils who have a strong spatial bias (compared to verbal) displaying
the key characteristics of this learner profile?
• Are there reports of the students looking disengaged and distracted? Could this
be when they are processing/thinking really hard?
• Have they had opportunities to explore their STEM potential?
The Spatial Learner in the classroom
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Tracking and monitoring,
target-setting,
value-added measure
Indicators
A national benchmark
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Target-setting
Using national benchmarked
performance levels
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How might indicators help in the target-setting
process?
• The CAT4 indicators are derived from the performance of students who scored
similarly on the CAT in the past.
• They make very useful benchmarks of performance both for the individual and for
value added for groups and the school.
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Performance indicators
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Why not just use indicators directly as the
students’ targets?
• Indicators are a statistical indication of average national performance linked to an ability level, not a hard prediction of an individual’s actual results
• Progress charts emphasise to students the range of achievable outcomes
• The importance of students’ motivation
• Not using indicators to label students as actual or potential failures
• Setting the indicators in the context of other relevant factors and assessment information
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• Appropriate level of challenge set for school / cohort / individual?
• Personalisation factors taken in to account
• Targets set/agreed, academic mentoring meetings
• Teachers report regularly on current attainment
• Discrepancy with target monitored / reviewed, referencing on how long to
achievement, is the learner on track for their target?
• Who coordinates monitoring and feeds back?
Other issues on tracking
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Academic Mentoring: Using ‘chances’ charts
with individual students
The conversation …
● What grades appear to be easily within your reach? How do your expectations compare to the outcomes shown in the progress chart?
● What grade could be achieved with more effort/support? Negotiate a 'target for attainment'
● What aspects of the work do you find difficult or relatively easy? Where would you benefit from extra help? How can I better support you?
● What are the learning steps over the next half-term if we are to achieve this target (‘targets for learning’)? All the principles of assessment for learning apply
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Measuring Value-added
Indicators: A national benchmark
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Which pupils in general (school) or within subject areas outperform indicated ‘most
likely’ and ‘challenging’ indicators?
This can significantly support departments in their self-evaluation and development
planning
● You could split this analysis to look at groups of learners e.g. Boys/girls, SEN, EAL,
disadvantaged students.
Back in school: Value-added for different
groups of pupils?
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● Different ability levels?
● Those that may have joined the school recently?
● Those who have missed schooling or particular classes for long periods?
● Who had extra support / intervention?
● Who followed a particular scheme of work?
● Whose teachers used different teaching practices?
You could even go as far as to look at other
identified student groups
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Getting the
all-round view
Triangulation of standardised data
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How can we triangulate data from attainment
and ability?
● Via SAS with other standardised assessments
● Giving position within national sample range (SAS and percentile)
● Via indicator comparison with current performance levels
● TA or assessment generated
For example, many schools have adopted a GCSE number/Grade tracking system from the start of KS3
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Combination reports are designed to compare and contrast data from two or more areas of assessment.
For example:
The CAT4 and
Progress Test in English
Progress Test in Maths and
New Group Reading Test
Where students are over/under performing against average bench indicators (discrepancy) identifying the causes of these discrepancies could deliver further useful insight.
How can ‘Combination Reports’ highlight
performance issues?
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What is the format of the
Combination reports?
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Some example case-studies
CAT4 Quantitative PTM Non-
Verbal Spatial Verbal Mean NGRT PTE
Barry 107 85 98 108 112 106 110
Miles 78 79 68 70 77 74 88 93
Daisy 106 91 112 125 92 109
Kyle 80 110 88 100 82 92
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Further triangulation
• Have any students in this group received high levels of academic support at school and/or
home which will have helped them to achieve at a higher level than might have been
predicted from their ability in quantitative reasoning?
• This might be in the form of extra lessons, parental input or
very good classroom teaching
• Do any of the students in this group show high academic motivation which will have impacted
positively on their learning during lessons and during the assessment tasks?
• Does this group include slow processors of information who would have benefitted from PTM
being untimed but who would struggle to complete the CAT4 tasks in the time allocated?
• Extra time is not an option for CAT4 as it is the combination of the difficulty of the tasks
and the time allocated to complete them that contributes to the score and in turn the
student profile.
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Case-Study:
Data Triangulation
An illustrative student data story
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Space for your notes
An illustrative student data story
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An illustrative student data story
Space for your notes
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Space for your notes
An illustrative student data story
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Next Steps
The Regional Assessment Workshop (RAW) training may be only one step in a longer
process.
We have assembled materials to reinforce the RAW training and to facilitate your
cascade of the training to your colleagues. We hope that you will find this very useful.
● Unlimited access for you and your colleagues to our recently produced e-learning
modules. These are tiered to support colleagues:
• new to the assessment
• those administering the assessment
• and those interpreting the data
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Next Steps
Supporting materials for presentations and work with colleagues in school:
• A complete electronic copy of all the slides used at the Regional
Assessment Workshop
• A glossary of statistical terms used in standardised assessments
• A visual illustration of standardised scores and score distribution.
• A fully annotated Student Data Story – A case study illustrating the power
of data triangulation in gaining a ‘whole pupil view’.
• A further unannotated Student Data Story for practice interpretation
• Practitioner case studies.
• Ideas and tasks for further work ‘ back in school’.
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Q & A
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Thank You