Claire Dunn, International Manager GL Education …...CAT4 data with New Group Reading Test Student...
Transcript of Claire Dunn, International Manager GL Education …...CAT4 data with New Group Reading Test Student...
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Using data effectively to inform
teaching and learning Claire Dunn, International Manager
GL Education
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Markers and flags….
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What makes most impact in the
classroom (or the pool)?
But also consider…
Cost of implementation?
Evidence reliability?
Impact (+ “months impact”)
1. Feedback (+ 8)
2. Meta-cognition (+8)
3. Parental involvement (+3)
4. Smaller Classes (+3)
5. Learning styles (+2)
6. Ability Grouping (-1)
www.educationendowmentfoundation.org.uk
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Key factors affecting
attainment
● Effective feedback
● Meta-cognition skills
● Parental involvement
….and not forgetting self-efficacy
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Back to the pool…
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…and assessments should
support this
“Assessment should improve learning, not just
measure it” – Daisy Christodoulou
Source: Making good progress? The future of Assessment for Learning
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Assessments
FOR learning
not
Assessments OF
learning
Standardised
formative
assessments
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Pro
gre
ss o
f le
arn
ing
How to reach full potential?
Attainment in
line with
potential
Check points along
the way
Issues identified &
interventions
implemented
Learning and
progress on track
Joe
Informed picture of
each child for the
best possible start
at school
Primary and secondary years
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The Growth Mind-set…
https://www.youtube.com/watch?v=Yl9TVbAal5s
Praise for
“process” not
intelligence!
“Feedback”
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and….
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What is CAT4?
An assessment of reasoning
that helps identify pupils’
developed abilities and likely
academic potential.
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Verbal Reasoning
Thinking with “words”
Quantitative Reasoning
Thinking with “numbers”
Spatial Reasoning
Thinking with “shapes and space”
Non-Verbal Reasoning
Thinking with “shapes”
What does CAT4 consist of?
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Using data from CAT4
Future
Planning
Immediate
Impact
Past
Evaluation
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SAS of 100 is average for a student of their age
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Know your students..
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Verbal Deficit (VD)
What reasons could there be for a VD?
NVR VR VD = -
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Nate and Nico V
SA
S
V N
PR
V G
R
V S
tan
ine
Q S
AS
Q N
PR
Q G
R
Q S
tan
ine
NV
SA
S
NV
NP
R
NV
GR
NV
Sta
nin
e
S S
AS
S N
PR
S G
R
S S
tan
ine
Me
an
SA
S
Me
an
GR
Ve
rba
l D
efi
cit
Sp
ati
al B
ias
Nate
Y10
Y7
106 66 3 6 104 60 15 6 104 60 16 6 98 45 20 5 103 16 -2 -8
Nico
Y13 80 9 12 2 140 99 1 9 141 99 1 9 139 99 1 9 125 1 61 59
CONVERSATIONS about anomalies invaluable
Data WEAKER than perception: Nate
Data STRONGER than perception: Nico
PASS
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Verbal thinkers vs spatial
thinkers
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Spatial reasoning ability
What:
“The ability to generate, retain and manipulate abstract
spatial images”, Lohman (1979)
• Emphasis on mental images, in both 2D and 3D
Why:
• Spatial ability is under-assessed
• Relatively distinct from other abilities
• STEM
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Individual Report for Teachers
Implications for teaching and
learning:
• A lack of relative progress in verbal
reasoning may be preventing Joe
from accessing key areas of the
curriculum.
• A test to establish a reading age is
recommended to ascertain whether
Joe is able to access the
curriculum.
• Joe may benefit from some targeted
additional support, with a focus on
strategies to develop greater verbal
ability.
• Paired work is likely to be more
beneficial than group work.
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Individual Report for Teachers
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Individual Report for
Teachers
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Reports for Parents & Students
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Using data effectively
Learners • Motivating • Negotiate targets • Ownership of learning
Classroom teachers • Set targets • Learner profile • Personalised learning/feedback
Middle managers • Cohort/learner analysis • Targets and value-added • Self evaluation
Senior management & stakeholders
• School performance (VA) • Resource/curriculum planning • Raising school profile
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Helping students to become
better learners
● CAT4 measures developed NOT innate abilities
● …but it is an indicator of potential
● Let’s think series (CAME/CASE programmes)
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and….
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NGRT Group Report
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Literacy: Group Screening
(1) Further Diagnosis?
- Dyslexia
- Spelling?
- WellComm?
- York Assessment Reading
Comprehension?
- EAL?
(2) Measure Progress
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Progress Reports (Reading)
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Progress Test Series (PTS)
Provides:
● Attainment levels
● Year-on year Progress across English, Math and Science
● Analysis of what topics students have understood well
● Analysis to support teacher CPD
Reports available for:
- Whole cohorts
- Individual students
- Reports for parents
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Group Report
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The Group
Report Curriculum Content Analysis
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Individual reports
Individual
reports for
students &
parents
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Year on Year Progress
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Reports for Teachers
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Who has made the most progress?
Student Year 6 SAS Year 7 SAS Year 8 SAS
Li Jin Hu 110 112 114
Bart Jackson 91 95 105
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CAT4 data with New Group Reading Test
Student CAT4
Verbal
R SAS
Year 6
SAS
Year7 SAS Year 8
SAS
Li Jin Hu 96 110 110 110
Bart Jackson 111 85 95 100
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and….
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Self-efficacy
“the ability to define a goal, persevere, and see oneself as capable”
“Indeed, self-esteem and self-efficacy are not the same. Self-esteem is
feeling good about yourself. Self-efficacy is the belief that you have skills that
you can rely on to help you navigate life and reach your
goals.”
Source: Communiqué (newspaper of the National Association of School Psychologists) - November,
Volume 39, Number 3 2
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Attitudes Impact Attainment (OECD 2014)
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The 9 Attitudinal Measures
Factor
1: Feelings about school
2: Perceived learning capability
3: Self regard
4: Preparedness for Learning
5: Attitudes to teachers
6: General work ethic
7: Confidence in learning
8: Attitudes to attendance
9: Response to curriculum demands
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The combination of data
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Attainment
Learning paths P
rogre
ss o
f le
arn
ing
Gap in
learning
Joe
Learning
potential
Years
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The combination report
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Commentary
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and….
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Whole pupil view - Daisy
CAT4
Verbal 90
Non-Verbal 136
Quantitative 136
Spatial 115
Core Attainment
NGRT 95
(7:2)
English 99
Maths 138
Science 118
Attitudes (PASS)
Feelings about school 100
Perceived Learning
Capability
12.5
Learner self-regard 24.6
Preparedness for learning 71.5
Attitudes to teachers 100
General work ethic 100
Confidence in learning 100
Attitudes to attendance 71.5
Response to curriculum 99.3
Name: Daisy
Allan
Class: 4H
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Student A (Year 9)
CATs
76 (V)
141 (Q)
129 (NV)
126 (S)
• 62% Feelings about school
• 10% Perceived Learning Capability
• 48% Learner Self-Regard
• 46% Preparedness for Learning
• 42% Attitudes to Teachers
• 7% General Work Ethic
• 60% Confidence in Learning
• 71% Attitudes to Attendance
• 65% Response to Curriculum
PTE: 89
PTSc: 100
PTM: 120
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Student A (Year 9)
CATs
76 (V)
141 (Q)
129 (NV)
126 (S)
• 62% Feelings about school
• 10% Perceived Learning Capability
• 48% Learner Self-Regard
• 46% Preparedness for Learning
• 42% Attitudes to Teachers
• 7% General Work Ethic
• 60% Confidence in Learning
• 71% Attitudes to Attendance
• 65% Response to Curriculum
PTE: 89
PTSc: 100
PTM: 120
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…..use data
to improve
outcomes for
every learner Every child should be able to
swim and should know how to
become a better swimmer…
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and….
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● Webinars
● Support Videos
● Events & Training
● Skype 1-1s
www.gl-education.com
+44 (0)208 996 3369
Further support
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Questions?
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Thank You