Transcript (Powerpoint) Personal Development and Mutual Understanding

Using InCAS and the Annual Report
Information Seminar for
Year 4 and 7 Teachers
April/May/June 2009
1
Intended Learning Outcomes
Year 4 and 7 teachers will understand:
• What is involved in Using InCAS assessments;
• The range and use of data available from the
InCAS assessments;
• InCAS evaluation findings;
• Current information from the Department of
Education regarding InCAS and the Annual
Report to Parents; and
• CCEA help and support.
Will have the opportunity to:
• Experience an InCAS assessment.
2
Overview of the Day
-
Session 1
InCAS Overview
Session 2
Using InCAS (as a Class Teacher and as a pupil)
Accessing InCAS Feedback
Understanding and Using InCAS Feedback
Session 3
Parent Meetings
Annual Report to Parents
InCAS Evaluation Findings
3
Help and Support for Schools
Session 1
Overview
4
What is Involved for Year 4 -7 Pupils?
Parents will
receive an
Annual Report
before the
end of the
school year.
This includes pupils with
Moderate Learning Difficulties
(MLD)
InCAS computerbased diagnostic
assessment
(autumn term).
A parent meeting
will take place by
the end of the
autumn term.
Ref: Information for Teachers-2009 p.7
5
Special Educational Needs
Pupils with learning difficulties which are
profound and multiple (PMLD) and those with
severe (SLD) are exempt from sitting InCAS
assessments.
Ref: Information for Teachers-2009 p.13
6
‘At a Glance’ Poster
7
Introduction to InCAS
• Interactive Computerised Assessment System
• is a computer-based diagnostic assessment which is
adaptive
• focuses on the pupil as an individual
• selects the initial question based on the pupil’s age
• presents further questions in response to the pupil’s
answers
Ref: Information for Teachers-2009 p.9
8
InCAS Assessments
Statutory InCAS Assessments –
1. Reading
–
–
–
Word Recognition
Word Decoding
Comprehension
2. General Maths
–
–
–
–
Number 1 (counting, informal arithmetic, partitioning & place
value, fractions and decimals)
Number 2 (sorting, patterns, formal arithmetic, problem solving
and algebra)
Data (Handling Data)
MSS (Measures, Shape and Space)
Ref: Information for Teachers-2009 p.13
9
InCAS Assessments
Optional InCAS Assessments –
• Spelling
• Mental Arithmetic (consists of addition, subtraction,
multiplication and division modules)
• Developed Ability (consists of picture vocabulary and
non-verbal ability modules)
• Attitudes (consists of Attitude to Reading, Maths and to
School – it produces a score on a scale from 1-5 /
negative to positive)
Ref: Information for Teachers-2009 p.13
10
InCAS Assessments
Irish Medium Assessments –
The Reading (Irish Medium) and Spelling (Irish Medium)
assessments have been developed specifically and
standardised with Irish Medium pupils.
The General Maths (Irish Medium) and Mental Arithmetic
(Irish Medium) assessments are translated and have been
standardised for all pupils.
Ref: Information for Teachers-2009 p.13
11
Adaptations for Pupils with
Special Educational Needs
• More lower level and higher level questions
• More colourful graphics within the lower level questions
• Minimum font size is 14 and most are in a greater font
size than this
• ‘Voice over’ is slightly slower on lower level questions.
• The pupil cannot make a selection until they have heard
the full question
• All on-screen text changed to ‘lower case’ rather than
‘upper case’
12
Developments to InCAS
For detailed information see document:
Developments to InCAS
Available at
www.nicurriculum.org.uk
13
Using InCAS
Key Processes
Creating the Assessments
Completing the Assessments
Sending the Assessments for Marking
Accessing and Understanding Feedback
Using the Information
14
Session 2
Using InCAS
Completing the Assessments
15
Initial Teacher Preparation
Ensure that pupils:
• are familiar with the computer/laptop that they will be
using for the assessments, especially if they will be using
a touchpad
• have had an opportunity to view the Inky Pupil Demo to
help prepare for the assessments
available from www.nicurriculum.org.uk
• have sufficient time to complete the assessment/s. Once
an assessment is started it cannot be paused
• have pencil and paper to complete the General Maths
assessment
Ref: Information for Teachers-2009 p.22 16
As a Class Teacher
Ref: Information for Teachers-2009 p.15
17
Scenario 1
One of your pupil’s names and D.O.B. is
incorrect.
Log-In to InCAS to correct these details.
Ref: Information for Teachers-2009 p.18
18
Scenario 2
A new pupil has started in your class
midway through term.
1. Using your own name, enter yourself as a
pupil into InCAS.
2. Create a statutory assessment for the
pupil.
3. Make a note of their password.
Ref: Information for Teachers-2009 p.20
19
Scenario 3
You want your class to complete a
non-statutory assessment.
1. Create a non-statutory (optional)
assessment for your class.
2. Open the password list (do not print).
Ref: Information for Teachers-2009 p.19
20
Practice Assessment
1. Log-In as a Pupil using the password you
created for yourself earlier.
2. Complete your chosen InCAS assessments
Ref: Information for Teachers-2009 p.23
21
Teacher Preparation Summary
Assessment Preparation
Teachers should check that:
•
they have the password list for the Class
•
all pupils are listed and their details are correct
•
wireless laptops (if used) are within ‘range’ of the wireless network
connection
•
laptop batteries are sufficiently charged
•
the sound is working on all the computers/laptops.
•
there are a sufficient number of working headphones and that
these are plugged in firmly—also ensuring the sound is not set too
loud.
Ref: Information for Teachers-2009 p.22
22
Teacher Preparation Summary
Remember pupils should not:
• be given help to answer the questions during the
assessments
• use calculators, number lines etc. during maths
assessments
• use pencil and paper for the Mental Arithmetic
assessment
• leave the computer before completing the assessment
• repeat assessments
Ref: Information for Teachers-2009 p.22
23
Assessment Marking
• Ideally wait until everyone has finished InCAS
before sending the assessments for marking
• Transfer and upload data to the InCAS website
• Allow 24-48 hours for data to be analysed and
charts & tables produced
Ref: Information for Teachers-2009 p.24
24
Accessing and Understanding
InCAS Feedback
Ref: Information for Teachers-2009 p.28
25
Types of Feedback
Ref: Information for Teachers-2009 p.27
26
Standard Feedback
Ref: Information for Teachers-2009 p.29
27
Standard Feedback
Ref: Information for Teachers-2009 p.29
28
4 Levels of Feedback Available
Ref: Information for Teachers-2009 p.30
29
Scores Chart
Achievement
General Maths Modules
Ref: Information for Teachers-2009 p.31
30
Longitude Chart
Age Equivalent Score
11
10
9
8
7
6
5
7
7.5
8
8.5
9
9.5
10
10.5
Age
Ref: Information for Teachers-2009 p.32
31
Pupil Scores Table
Ref: Information for Teachers-2009 p.33
32
Class Scores Table
Order by :
GenMaths
Age Equivalent Scores (Yrs:Mths)
Achievement
Age
Name
(Yrs:Mths)
Reading
GenMaths
Kim K
9:0
11:6
12:2
Joe C
9:1
9:2
10:4
Sophia R
8:11
8:6
9:11
Zane C
8:9
8:10
9:9
Anna M
9:1
7:6
9:5
Chanelle A
8:11
7:5
9:0
Molly K
9:2
8:4
9:0
Alex B
8:8
<4:0
8:6
Araminta J
8:10
7:5
7:11
Ref: Information for Teachers-2009 p.33
33
Class Difference Table
Order by :
Comprehension
Age Difference (Yrs:Mths)
Reading Modules
Age
Word
Word
Name
(Yrs:Mths)
Recog
Decoding
Compreh
Spelling
William A
9:0
+1:5
+4:2
+3:1
+1:8
Hayley T
8:10
+2:2
+5:8
+2:9
+3:11
Kim K
9:0
+1:4
+5:6
+2:3
*
Zane C
8:9
+0:10
-0:1
+0:2
+1:4
Joe C
9:1
-1:3
+2:7
0:0
*
Emma H
8:7
+1:10
+1:3
-0:4
0:0
Sophia R
8:11
+0:9
-1:5
-0:4
+0:11
Molly K
9:2
-0:8
-1:3
-0:5
+0:3
Oliver F
9:1
-0:10
-0:2
-0:10
+0:2
Araminta J
8:10
-0:3
-1:4
-1:2
+0:7
Ref: Information for Teachers-2009 p.34
34
Custom Feedback … a summary
SCORES
TABLE
SCORES LONGITUDE
CHART
CHART
DIFFERENCE
TABLE
PUPIL
x
x
x
N/A
CLASS
x
x
x
x
YEAR
GROUP
x
x
x
x
SCHOOL
x
x
x
x
35
Age Comparison Chart
Ref: Information for Teachers-2009 p.35
36
Standardised Scores Table
Mental
Developed
Name
Reading
Gen Moths
Arithmetic
Ability
Chanelle A
87
100
98
*
William A
124
*
*
122
Alex B
57
98
*
61
Nuala B
81
81
*
*
Joe C
100
112
*
*
Zane C
101
111
108
118
Oliver F
93
*
*
95
Emma H
108
91
83
*
Araminta J
89
91
70
*
Jake J
66
<55
*
*
Kim K
121
132
*
*
Molly K
93
98
93
*
Anna M
86
103
94
*
Mikey P
68
60
*
*
Ref: Information for Teachers-2009 p.37
37
Pupil Progress Chart
InCAS
School:
Example Primary School
Class :
Y6 BH
Pupil:
Anna M
Date of Birth :
10-Apr-99
Academic Year
08-09
07-08
Age
9:6
8:6
Reading
9:10
7:10
Reading (IM)
8:2
7:2
General Maths
9:5
8:9
Reading
11
Age Equivalent Score
10
9
8
7
6
8
9
10
Age
Gen Maths
Age Equivalent Score
10
9
8
8
9
10
Age
Ref: Information for Teachers-2009 p.38
38
Using the Feedback?
“Action for Schools
• ensure ..learning needs of each child are
assessed…
• ensure ..effective arrangements …to identify
those children in need of additional support.
• ensure that interventions are put in place
together with monitoring arrangements….”
DE Circular 2007/11 Para 7, 30 March 2007.
39
Session 3
Parent Meetings
Annual Report to Parents
InCAS Evaluation Findings
Help and Support for Schools
40
Parent Meeting
2009/2010
•
Years 4,5,6 and 7 pupils - autumn term
(InCAS Reading and General Maths age
equivalent scores shared formally in writing)
•
Years 1-3 pupils - flexible timing
Ref: Information for Teachers-2009 p.40
41
Reflecting on Feedback
In small groups, please look at the data for
pupils Zane C and Alex B on pages 29 and 37 of
the manual plus slide 28 of your presentation.
Using all feedback available what meaningful
information could you interpret to assist you with
reporting to their parents at the Parent meeting?
42
Parent Leaflets
43
Latest information from the
Department of Education
44
DE Communication Sept 08
• DE Circular 2008/22 Para 11, 30 September
2008
• DE Letter to schools from Deputy Secretary
Schools and Youth Policy Division and Chief
Inspector
• Parent Leaflet setting out information about
curriculum, assessment and reporting sent to
parents during September 2008
DE website www.deni.gov.uk
45
DE Advice:
Reporting InCAS to Parents
• Schools must offer a meeting with parents in the
autumn term;
• It is the Department of Education’s intention that
the requirement to report in writing is introduced in
2009/10; and
• Where a parent asks for certain information to be
made available in writing or orally, this should be
provided.
Ref: Information for Teachers-2009 p.40
46
DE Advice:
Purpose of InCAS
“The InCAS assessments are not for any purpose
related to the transfer of pupils from primary to
post-primary school.”
DE Circular 2008/22 Para 9, 30 September 2008.
47
DE Communication Dec 08
• Consultation on Draft Education (Pupil Records
and Reporting) Regulations (Northern
Ireland)2009
• The consultation commenced on 17 December
2008 and ended on 20 March 2009.
• DE Circular 2008/27 17 December 2008.
DE website www.deni.gov.uk
48
Annual Report to Parents
Working in groups of 2 or 3, please complete the
quiz entitled ‘Annual Report to Parents’
49
Annual Report to Parents
CCEA
Comment
Banks
available
FS, KS 1 and 2, including MLD
FS only
KS1 and 2 only
Optional sections
Irish Medium
Ref: Information for Teachers-2009 p.42
50
Annual Report to Parents
Standardised:
• School Name
• Statutory minimum content
• Fixed headings
• Signed and dated by Principal
Flexible:
• Order of Headings
• Optional Content can be re-named or removed
• Box sizes
• Font style and size
• Length
• Logo
• Scores
51
Annual Report Options
Annual Report may be:
• word-processed
• completed using Profiles 7 / Assessment software
• handwritten
Report against the statutory headings using your own
comments based on your professional judgement.
CCEA comment banks are available for reference.
52
Evaluation Findings
Using InCAS Software
53
Key Findings - Teachers
• 91% deemed the assessments to be user-friendly for
pupils
• 94% believed the feedback produced from InCAS was
consistent with their professional judgement
• 88% found the feedback helpful in informing the learning
and teaching at pupil and class level
• 92% felt confident reporting the assessment feedback to
parents
• 79% believed that the feedback enhanced the
information shared at the parent meeting
54
Key Findings – Teachers
A Teacher Quote:
“The children enjoyed doing the online assessments as
they are much more interesting than ‘paper’ tests. We
received the results back very quickly and staff began to
analyze the children’s scores. There were no surprises
among the results and the breakdown for the different
text areas allowed teachers to see where pupils with low
scores … needed additional support” (Mr R McClintock,
Portglenone PS)
55
Key Findings - Parents
• 70% of parents believed the InCAS feedback enhanced
the information shared at parent meetings
• 84% felt that the age related scores helped inform them
of their pupils’ strengths
• 81% felt that the age related scores helped inform them
of their pupils’ areas for development
• 55% of parents have already undertaken activities to
support their pupils’ learning
56
CCEA Support & Resources
• InCAS preparation letter (Principal’s Letter 09/10)
• CCEA Helpdesk (telephone support)
• On-line materials at www.nicurriculum.org.uk
• Teacher Training Manual
• Inky Pupil Demo
• InCAS Presentation
57
NI Curriculum Website
58
Other Support –
CEM InCAS Booklets
Diagnosing
and
Remediating
Literacy
Problems:
Using InCAS
Software
Diagnosing
Diagnosing
and
and
Remediating
Remediating
Mathematica
Mathematical
l Difficulties:
Difficulties:
Using
UsingInCAS
InCAS
Software
Software
InCAS
Feedback
Guidance
Available for download from:
www.nicurriculum.org.uk or www.incasproject.org
59
Irish Medium Support
Forbairt na Litearthachta agus straitéisí luathidirghabhála i scoileanna lán-Ghaeilge: Ag freagairt do
shonraí INCAS agus ÁML
Early literacy achievement in Irish-medium schools and
early interventions: Responding to information gained
from INCAS and from ÁML
(Le Gabrielle Nig Uidhir)
Recommended Strategies for Remediation of Reading
Difficulties (Irish Medium)
Edited by Seán Mac Corraidh
First Draft for Consultation (March 2009)
60
Diagnosing and Remediating
Literacy Problems
Using InCAS Software
61
Reading - an interactive
compensatory process
Word Recognition/
Word Decoding
Comprehension
62
Reading Difficulties
Phonological Deficit
(Word Decoding)
Visual Memory
(Word Recognition)
These
can overlap
Speed of Processing
(Comprehension)
63
Comprehension
Factors Contributing to Text Comprehension:
1. Knowledge of text structures
2. Vocabulary
3. Background knowledge
4. Fluent word recognition and decoding
5. Task persistence
6. Ability to understand verbal communication
64
Diagnosing and Remediating
Mathematical Problems
Using InCAS Software
65
Defining Maths Difficulties
• Low attainment: having a score that is below
that expected given a pupil’s age.
• Under attainment: having a score that is
significantly below that expected given the
pupil’s ability.
• Lack of progress: it is a characteristic of weak
mathematicians that they fall further behind the
most able as they progress through the school.
However, it should still be evident that they are
making progress.
66
Reasons For Maths Difficulties
• Institutional: the learning environment does not
meet the pupil’s needs.
• Motivational: studies show that that low
achieving pupils tend to have lower motivation.
67
Reasons for Maths Difficulties
• Neuropsychological: variation in Maths abilities
can stem from individual differences in cognitive
function.
There are at least 3 important Mathematical
abilities:
• Magnitude representation;
• Symbolic representation; and
• Spatial representation.
68
Learning to Count
Requires the synthesis of 5 skills and principles:
•
•
•
•
•
Counting Word Sequence;
One-to-One Correspondence;
Cardinal Word Principle;
Order-Irrelevance Principle; and
Abstractness Principle.
69
Early Arithmetic
Addition problems are solved using a variety of
strategies.
A typical developmental sequence of strategies is
outlined below:
•
•
•
•
Count all Strategy;
Counting On from First Strategy;
Counting on from a Higher Strategy; and
Recall Strategy.
70
Additional Information
Frequently Asked Questions about InCAS
InCAS website: www.incasproject.org.uk
Research and Background to the Assessments
CEM Centre at Durham University:
www.cemcentre.org
CCEA Helpdesk: 028 9026 1274
and www.nicurriculum.org.uk
71
Questions ?
Are there any questions?
72